Norah Shafe Aldosiry1*, Amjad Fahad Almawash2, Meshael Fayih Alshalawi2, Nada Mohammed Binomran3, Dareen Mohammed Alrasheed4
¹Department of Special Education, College of Education, King Saud University, Saudi Arabia
²Special Education Researcher
³Common Year Deanship, King Saud University, Saudi Arabia
4Department of Special Education, Prince Sattam Bin Abdulaziz University, Saudi Arabia
Volume:16 | Issue: 2 | Pages:264-277 | June 2024 | https://doi.org/10.54940/ep41512782 | PDF
Received:26/9/2023 | Revised:9/10/2023 | Accepted:17/10/2023
*Corresponding author: [email protected]
Abstract
This study compares the effectiveness and efficiency of using words with pictures and words alone with simultaneous prompting (SP) to teach sight word reading to four students, 8 to 11 years of age, with mild intellectual disabilities (ID). An adapted alternating treatment design was used to assess the two methods. The results suggest that both procedures were equally effective. Maintenance data showed that all students were able to maintain the acquired skills through the two teaching procedures, although words with picture resulted in a slightly higher maintenance level. words with pictures were more efficient according to four efficiency measures. All participants learned the words in fewer sessions and trials, made less errors, and needed less instructional time when they were presented with pictures rather than alone. Although pictures do assist in sight word acquisition, participant were unable to read all words in the absence of the picture. This finding is consistent with the phenomenon of overshadowing (pictures can be extra stimulus prompt where it distracts the learner's attention from the word) and blocking effect where the learner associates the spoken word with the picture and not with the written word.
Keywords
Sight Word Reading, Simultaneous Prompting, Words with Pictures and Words Alone, Intellectual Disabilities, Adapted Alternating Treatment Design.
How to Cite
Aldosiry et al. (2024). Comparison of using Words with Pictures and Words alone with Simultaneous Prompting to Teach Sight-Word Reading to Students with Mild Intellectual Disability. Journal of Umm Al-Qura University for Educational and Psychological Sciences, 16(2), 264-277. https://doi.org/10.54940/ep41512782