"The Effects of Time Delay Procedures on the Acquisition, Maintenance, and Generalization of Spelling Sight Words for Elementary Students with High-incidence Disabilities." Master's thesis, Ohio State University, 2019.Ohio Learning Standards Alabama Courses of Study Alaska Content and Performance Standards Arizona's College and Career Ready Standards Arkansas Curriculum Frameworks California Content Standards Colorado Academic Standards (CAS) Common Core State Standards Connecticut Core Standards Delaware Standards and Instruction Florida Standards Georgia Standards of Excellence Hawaii Content and Performance Standards Idaho Content Standards Illinois Learning Standards Indiana Academic Standards Iowa Core Kansas Academic Standards Kentucky Academic Standards Louisiana Academic Standards Maine Learning Results Maryland College and Career-Ready Standards Maryland Standards Massachusetts Curriculum Frameworks Michigan Academic Standards Minnesota Academic Standards Mississippi College & Career Readiness Standards Missouri Learning Standards Montana Content Standards Nebraska Core Academic Content Standards Nevada Academic Content Standards New Hampshire College and Career Ready Standards New Jersey Common Core Standards New Jersey Student Learning Standards New Mexico Content Standards New York State Learning Standards and Core Curriculum North Carolina Standard Course of Study North Dakota Academic Content Standards Oklahoma Academic Standards Oregon Academic Content Standards Pennsylvania Core and Academic Standards Rhode Island World-Class Standards South Carolina Standards & Learning South Dakota Content Standards Tennessee Academic Standards Texas Essential Knowledge and Skills (TEKS) U.S. OhioLINK Electronic Theses and Dissertations Center. The Effects of Time Delay Procedures on the Acquisition, Maintenance, and Generalization of Spelling Sight Words for Elementary Students with High-incidence Disabilities. In addition, results from student and teacher questionnaires indicate that Time Delay was a socially valid intervention. The Dolch Word List is divided into four sections, namely the Pre-Primer, Primer, First-Grade, and Second-Grade. Results show that the Time Delay intervention was effective in the acquisition, maintenance, and generalization of sight words for all participants. Our Dolch Sight Word List is a fantastic resource to help your students learn common Sight Words from early childhood, kindergarten, all through second grade. The student was also generalizing what was practiced during the probe because he or she was asked to then read the word both in isolation and in a sentence. The student practiced spelling the word on a tablet but was probed with the materials of paper and pencil. This allowed maintenance measures to be recorded every trial after set 1 was complete. The Time Delay intervention was used to help students practice spelling these words and a probe for all 15 words was conducted after each session. Unknown sight words were put into 3 sets of 5 words each. These sight words were selected based on an assessment given to determine which words students could not read, and also could not spell. This study examined the effects of the Time Delay procedure on sight word spelling for kindergarten and first grade elementary students with high-incidence disabilities in an urban school setting.Ī multiple baseline single-subject design was used to determine the effectiveness of the Time Delay strategy to teach 15 unknown Dolch Sight Words. The current study examined the effects of adding technology to the Time Delay strategy on student’s acquisition, maintenance, and generalization of spelling sight words, and also the student’s ability to read those sight words in isolation and fluently in text. Immediate feedback, immediate self-correction, and repetition have been found to be effective components of effective spelling instruction intervention packages. While previous studies have shown that learning how to read does not automatically help students learn how to spell, learning how to spell does help children learn how to read. Reading is a skill in which many students with disabilities perform at a lower level than their peers without disabilities.
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