Using simultaneous prompting to teach sounds and blending skills to students with moderate intellectual disabilities

The purpose of this study was to examine the effects of simultaneous prompting on acquisition of letter-sound correspondences and blending skills of previously taught words for three elementary students with moderate intellectual disabilities, and to measure generalization of those skills to untaught words. The three students were first taught to read five nouns using sight-word instruction. After acquisition of the five words the students were taught letter-sound correspondences and to blend the sounds in order to apply word-analysis skills. All the students demonstrated application of letter-sound correspondences and blending skills to read the five sight words and the untaught, generalization words. This study took place across two partial academic school years and therefore provides regression and recoupment data for the students.