Increasing Sight-Phrase Reading through an iPad Intervention for a Second Grade Student with Autism

Kathleen B. Aspiranti, Angela Hilton-Prillhart, Mark E. Dula, Sara Ebner

Research output: Contribution to journalArticlepeer-review


Automaticity, defined as accurate and effortless word recognition, impacts a student’s ability to read fluently. Although there is evidence that teaching students to read sight words in isolation can increase automaticity, few studies have examined the effects of interventions designed to teach students to read sight phrases. In this study, a multiple-probe design across sets of phrases was used to investigate the effects of an app-based flashcard intervention on sight-phrase acquisition for a student with autism included in a general education classroom. Time-series graphs show that the student was able to increase the percentage of acquired phrases from 0 to 100% and able to maintain the acquired phrases after the intervention was removed. Discussion focuses on the implications of the sight-phrase intervention for teachers and students with autism.

Original languageEnglish
Pages (from-to)329-339
Number of pages11
JournalEducation and Training in Autism and Developmental Disabilities
Issue number3
StatePublished - Sep 2023

Bibliographical note

Publisher Copyright:
© Division on Autism and Developmental Disabilities.

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology


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