Comparing Computer-Based Single-Phrase and Multiphrase Interventions on Generalized Reading in Postsecondary Students with Disability
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| Title: | Comparing Computer-Based Single-Phrase and Multiphrase Interventions on Generalized Reading in Postsecondary Students with Disability |
|---|---|
| Language: | English |
| Authors: | Chelsea S. Wilson, Christopher H. Skinner (ORCID |
| Source: | Remedial and Special Education. 2026 47(3):167-180. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Computer Assisted Instruction, Intervention, Reading Instruction, College Students, Students with Disabilities, Intellectual Disability, Developmental Disabilities, Generalization, Instructional Effectiveness |
| DOI: | 10.1177/07419325241313336 |
| ISSN: | 0741-9325 1538-4756 |
| Abstract: | Adapted alternating treatment designs were used to evaluate and compare two computer-based phrase-reading interventions in four southeastern U.S. postsecondary students with an intellectual or developmental disability. Each intervention targeted eight unknown words from each student's elective college class. For each word, interventions included three stimulus-response--stimulus-response learning trials, which prompted students to read a brief phrase containing an unknown word. During the single-phrase intervention, for each unknown word, three learning trials including the same phrase were presented. During the multiphrase intervention, three different phrases per unknown word were presented. Three generalization phrases were developed for each word. Both interventions increased students' accurate reading of words embedded in generalization phrases and the entire generalization phrases, with the multiphrase intervention resulting in more rapid learning. Discussion focuses on future research designed to evaluate and enhance the effectiveness of phrase-reading interventions on generalized reading performance in students with disability. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1504243 |
| Database: | ERIC |
| Abstract: | Adapted alternating treatment designs were used to evaluate and compare two computer-based phrase-reading interventions in four southeastern U.S. postsecondary students with an intellectual or developmental disability. Each intervention targeted eight unknown words from each student's elective college class. For each word, interventions included three stimulus-response--stimulus-response learning trials, which prompted students to read a brief phrase containing an unknown word. During the single-phrase intervention, for each unknown word, three learning trials including the same phrase were presented. During the multiphrase intervention, three different phrases per unknown word were presented. Three generalization phrases were developed for each word. Both interventions increased students' accurate reading of words embedded in generalization phrases and the entire generalization phrases, with the multiphrase intervention resulting in more rapid learning. Discussion focuses on future research designed to evaluate and enhance the effectiveness of phrase-reading interventions on generalized reading performance in students with disability. |
|---|---|
| ISSN: | 0741-9325 1538-4756 |
| DOI: | 10.1177/07419325241313336 |
