Journal Article

Examination of a Regressive Prompt-Delay Procedure for Improving Sight-Word Reading

Johnsen, Mallory, Sommerhalder, Mackenzie, Hess, Polly M., Daly, Edward J., O'Connor, Maureen A., Strong, Whitney, Young, Nicholas D.

2016

Overview

The current two-experiment study examined the effects of a regressive prompt-delay procedure on sight-word reading of four elementary school students. In contrast to traditional progressive prompt-delay procedures in which the latency of prompts is increased, the regressive prompt-delay latency is decreased over time. Data indicate that participants learned sight words quickly and maintained responding at high levels when instruction was withdrawn across both regressive and progressive prompt-delay conditions. Results are discussed in context of empirically supported prompting strategies and possible motivating operations that might be introduced when the learner is instructed to respond more quickly than the experimenter in regressive prompt delay (e.g., a game-like activity that potentially makes the activity educational, engaging, and enjoyable for students).

• Publisher: Springer,Springer US,Springer Nature B.V
• Subject: Autism Spectrum Disorders / Behavioral Science and Psychology / Child and School Psychology / Departments / Developmental delay / Educational Psychology / Elementary education / Elementary School Students / Elementary schools / Feedback (Response) / Graphemes / Instructional design / Latency / Learning and Instruction / Learning disabilities / Learning rate / Mental stimulation / Methods / Motivation / Opportunities / Oral Reading / Original Paper / Phonemes / Phonics / Probability / Progressive education / Prompting / Psychology / Public Schools / Reading / Reading disabilities / Reading Improvement / Reading Instruction / Resistance (Psychology) / Sight Method / Sight Vocabulary / Sight words / Special education / Teachers / Teaching / Teaching Methods / Vision