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Focus on Autism and Other Developmental Disabilities
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Using a Three-Step Decoding Strategy With Constant Time Delay to Teach Word Reading to Students With Mild and Moderate Mental Retardation

Elisabeth Tucker Cohen

Plano Independent School District, Texas, ecohen{at}pisd.edu

Kathryn Wolff Heller

Georgia State University, Atlanta

Paul Alberto

Georgia State University, Atlanta

Laura D. Fredrick

Georgia State University, Atlanta

The use of a three-step decoding strategy with constant time delay for teaching decoding and word reading to students with mild and moderate mental retardation was investigated in this study. A multiple probe design was used to examine the percentage of words correctly decoded and read as well as the percentage of sounds correctly decoded. The data indicate that all five students learned to read words using the three-step decoding strategy with constant time delay. This was replicated with increased learning efficiency using a second set of phonetically similar words. Implications of this study on phonological memory and reading ability are discussed.

Key Words: decoding • time delay • mental retardation • instruction • literacy

This version was published on June 1, 2008

Focus on Autism and Other Developmental Disabilities, Vol. 23, No. 2, 67-78 (2008)
DOI: 10.1177/1088357608314899
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