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Sight Word Instruction for Students with Autism: An Evaluation of the Evidence Base

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Abstract

This paper reviews the evidence on sight word instruction as a method of teaching students with autism and significant cognitive and verbal limitations to read printed words. Nine single-subject studies were rated using Reichow et al.’s (J Autism Dev Disord 38:1311–1319, 2008) evaluative method for identifying evidence-based practice, and studies with at least adequate methodology were analyzed to identify common intervention features. Results yielded evidence in support of a massed trials approach featuring student response to a succession of items, differential positive reinforcement, systematic prompting, and use of visual supports. Across studies, students learned to identify printed words, even those with limited oral language and no prior reading instruction. However, no studies addressed the effects of sight word instruction on broad literacy outcomes.

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Acknowledgments

Sarah Rockwell, University of Florida, served as the second rater in coding and evaluating all studies. Brian Reichow, Yale University, provided assistance with initial rating questions.

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  1. College of Education and Human Development, University of Maine, 5766 Shibles Hall, Orono, ME, 04421, USA

    Janet E. Spector

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  1. Janet E. Spector
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Correspondence to Janet E. Spector.

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Spector, J.E. Sight Word Instruction for Students with Autism: An Evaluation of the Evidence Base. J Autism Dev Disord 41, 1411–1422 (2011). https://doi.org/10.1007/s10803-010-1165-x

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