Using an iPad App to Improve Phonological Awareness Skills in Young English-Language Learners With Disabilities

Abstract

This study evaluated the efficacy of using a researcher-developed iPad app that incorporated to 0-5 s constant time delay procedures to improve phonological awareness skills in young English-language learners with disabilities. A multiple probe design across three target phoneme sets and replicated with three students was used to evaluate experimental control. All students mastered their target phonemes and also learned some of the nontarget information (vocabulary) from the vocabulary models provided during instruction. Further, they generalized the skills across materials and maintained the majority of the skills after 3 weeks post-intervention. Findings are discussed with regard to using researcher-developed apps in daily instruction.