Comparing a tutor-led and software-assisted constant time delay method for teaching sight words to third-grade students with dyslexia

Abstract

Early reading skills are a strong predictor of later reading achievement and overall academic performance. Children, who are identified as poor readers in third grade tend to continue to struggle with reading throughout their academic journey. Dyslexia is the most prevalent reading difficulty, characterized by problems with accurate and/or fluent word recognition, as well as poor decoding skills. Reading researchers indicate that sight-word training can have a positive impact on the word reading accuracy of primary school students with dyslexia. This study employed an alternating treatment research design to compare the effectiveness and efficiency of a tutor-led and a software-assisted constant time delay method for teaching three third grade students with dyslexia to read Greek irregular sight words. Both instructional conditions employed operant conditioning approaches in order to enhance the learner’s motivation towards reading. Results indicated that while both methods were effective, the software-assisted method was marginally more efficient in terms of trials to criterion. The utilization of PowerPoint software yielded favorable results in improving participants' reading accuracy and elevating reading motivation. Advancements in technology are expanding the potential for creating a more customized, stimulating, and interactive learning environment for students with dyslexia.