The Impact of Computer-Assisted Sight Word Instruction on the Reading Skills of Students with Significant Intellectual Disabilities

There is a paucity of research identifying instructional methods that promote the reading development of students with significant intellectual disabilities (ID). This research study employed a single subject, multiple baseline design to evaluate the effects of computer-assisted sight word instruction employing constant time delay (CTD) procedures with incidental phonics and comprehension stimuli on the reading skill development of six elementary students with moderate ID and expressive language impairments. Study results suggest that the seven week PowerPoint slide show sight word intervention had very small to moderate intervention effects on receptive sight word identification. However, students learned some incidental letter-sound correspondences and demonstrated gains in sight word comprehension. Study results suggest that the computer-assisted sight word intervention may provide a means to foster the development of foundational reading skills with students with moderate ID. Future research is needed to determine if students generalize the essential reading skills acquired through the computer-assisted intervention to the reading material they encounter in home, school, and community environments

Instructional Methods that Foster the Reading Development of Students with Significant Intellectual Disabilities

Educational legislation has made reading a priority for students with significant intellectual disabilities (ID) and associated speech, language, sensory, or physical impairments. Historically, reading instruction for students with significant ID has focused on sight word instruction, with limited exposure to other essential reading skills. This article focuses on the evidence-based instructional methods that effectively and efficiently foster the reading development of students with significant ID. The authors reviewed the literature from the past 20 years on reading interventions for students with significant ID. In spite of access and opportunity barriers that have inhibited the reading development of students with significant ID, a synthesis of the empirical research on reading instruction suggests that students with significant ID and associated disabilities can learn phonemic awareness, phonics, vocabulary, fluency, and comprehension skills with direct instruction. Implications for providing reading instruction that effectively promotes reading development are discussed and areas for future research are identified

All-sky Medium Energy Gamma-ray Observatory: Exploring the Extreme Multimessenger Universe

The All-sky Medium Energy Gamma-ray Observatory (AMEGO) is a probe class mission concept that will provide essential contributions to multimessenger astrophysics in the late 2020s and beyond. AMEGO combines high sensitivity in the 200 keV to 10 GeV energy range with a wide field of view, good spectral resolution, and polarization sensitivity. Therefore, AMEGO is key in the study of multimessenger astrophysical objects that have unique signatures in the gamma-ray regime, such as neutron star mergers, supernovae, and flaring active galactic nuclei. The order-of-magnitude improvement compared to previous MeV missions also enables discoveries of a wide range of phenomena whose energy output peaks in the relatively unexplored medium-energy gamma-ray band