Effects of Adapted Instruction on the Acquisition of Letter-correspondences and Sight Words by Pre-adolescent/adolescent Learners with Complex Communication Needs and Autism Spectrum Disorders
Open Access
- Author:
- Caron, Jessica Gosnell
- Graduate Program:
- Communication Sciences and Disorders
- Degree:
- Doctor of Philosophy
- Document Type:
- Dissertation
- Date of Defense:
- December 11, 2015
- Committee Members:
- Janice Catherine Light, Dissertation Advisor/Co-Advisor
Kathryn D R Drager, Committee Member
Dr David Mc Naughton, Committee Member
Carol Anne Miller, Committee Member - Keywords:
- literacy
augmentative and alternative communication
autism spectrum disorder
letter-sound correspondence
sight words - Abstract:
- Successfully learning to read and write is not an isolated skill, but rather a complex process of integrating and applying component skills and knowledge (Adams, 1990). The ultimate goal of literacy interventions is to support an individual to independently read, extract meaning, and learn from connected text (Carnine, Silber, Kame’enui, & Tarver 2010; Duke & Carlisle, 2011). Reading and writing skills are especially important for individuals with complex communication needs (i.e., CCN, speech skills that do not meet their daily communication needs). With literacy skills, individuals can use a range of communication options, fully participate in society, and potentially change attitudinal barriers (e.g., low expectation, lack of inclusion). Knowledge of letter-sound correspondences and sight words are needed in order to read and write and are two important components to early literacy instruction (Carnine et a.l, 2010; Gabig, 2009). Two studies were conducted in order to investigate the impact of adapted instruction on the acquisition of letter-sound correspondences (Study 1) and sight words (Study 2), by older learners, with severe disabilities, autism spectrum disorder, and CCN. A multiple baseline across behaviors (letter-sound sets or sight word sets) research design was used to evaluate the effects of the adapted instructions. All three participants (ages 9 to 18) for Study 1 demonstrated positive gains from baseline, with two out of three participants reaching criterion for the 12 letter-sound correspondences targeted during instruction. Two learners from Study 1 participated in Study 2 and reached criterion for acquisition of 12 personally relevant sight words targeted during instruction. Results of these studies provide evidence that older learners with limited past literacy success, severe disabilities, autism spectrum disorder, and CCN can acquire letter-sound correspondences and sight words through direct instruction combined with meaningful and motivating activities. Results, social validity, educational implications, and future research directions are discussed.