The effects of the taped-problems time-delay intervention to teach sight words using an Ipod

The current study is an extension of the research literature using time-delay taped-words intervention to teach sight words. An iPod Touch delivered the time-delay taped-words intervention to second grade students who had been identified as at risk for reading difficulties. This study utilized a response to intervention model in order to identify ad-risk students by screening an entire second grade using curriculum-based measurements. The intervention consisted of baseline, intervention, and maintenance phases. Data were collected to monitor student progress of learning sight words. In addition, generalization data were collected using measures of oral reading fluency. Data were analyzed by calculating percentage of nonoverlapping data points and effect sizes based on accuracy.