Master of Arts in Education (MA)
Constant Time Delay, Sight Word Recognition, Learning Disabilities
Roger Pence, Pamela A. Redmond, Jim O'Connor
In order to have strong reading fluency and comprehension skills, readers must be able to quickly identify words by sight. These essential sight word recognition skills can be difficult for students with learning disabilities, and they may require more intensive intervention strategies. Many studies have been conducted about teaching word recognition skills to students, but no studies were found using constant time delay with elementary age students with learning disabilities. The purpose of this study was to evaluate the effectiveness of using constant time delay as a strategy for teaching high frequency sight word recognition skills to students with learning disabilities. This study used a quantitative, single case, multiple probe research design in which intervention was applied to one student at a time. All five participants in the study showed an increase in their word recognition skills during the intervention, and maintained the ability to read the words after the intervention was completed.
Kirker, Lisa, "Using Constant Time Delay for Teaching High Frequency Sight Word Recognition to Students with Learning Disabilities" (2015). Student Publications & Research of the TUC GSOE. 150.
Kirker, L. (2015). Using Constant Time Delay for Teaching High Frequency Sight Word Recognition to Students with Learning Disabilities. Retrieved from https://touroscholar.touro.edu/tucgsoe/150