The effects of a direct instruction model, lead, test reading procedure with reading mastery plus contingent rewards on sight word recognition by a middle school student with Intellectual disabilities
Lexi DiJulio, Rachel Hallett, Jennifer Neyman, T. F. McLaughlin, Melania Cole
The purpose of the present case report was to evaluate the Direct Instruction model, lead, and test (MLT) procedure to teach sight words to a middle school student. Our participant was diagnosed with intellectual disabilities. During baseline our participantâ€™s skills at reading sight words was low. However, once model, lead, and test + a reward was implemented, an increase in student performance was found. The increased performance was more pronounced for the last two sets or groups of words. The use of MLT to teach skills to middle school student was discussed.