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Related Experiment Video

Updated: Jun 26, 2025

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Published on: August 16, 2024

Enhancing word signing in hearing students with reading disorders using computer-based learning trials.

Sara Evans¹, Christopher H Skinner¹, Kimberly Wolbers¹

¹College of Education, Health & Human Sciences, University of Tennessee, Knoxville, TN, USA.

Journal of Applied Behavior Analysis

|May 14, 2024

Summary

A computer-based intervention significantly improved American Sign Language (ASL) word signing accuracy for college students with reading disorders. This technology-based approach demonstrated effective and lasting gains in ASL acquisition.

Keywords:

American Sign Language computer‐based instruction learning trials reading disorders

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Last Updated: Jun 26, 2025

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Area of Science:

Educational Technology
Linguistics
Special Education

Background:

Individuals with reading disorders often face challenges in acquiring new linguistic skills.
Traditional methods for learning American Sign Language (ASL) may not be optimally effective for all learners.
Technology-based interventions offer potential for personalized and accessible learning experiences.

Purpose of the Study:

To evaluate the efficacy of a computer-based intervention using simultaneous prompting to enhance accurate word signing.
To assess the impact of this intervention on hearing college students diagnosed with reading disorders.

Main Methods:

A multiple-baseline-across-word-sets design was employed with four hearing college students with reading disorders.
The intervention involved repeated video modeling of signs (simultaneous prompting) paired with printed words.
Participants observed printed words and video sign models, then attempted to produce the sign within timed intervals.

Main Results:

No accurate word signing was observed during the baseline phase for any participant across all word sets.
Following the intervention, all four participants demonstrated significant increases in accurate word signing.
The gains in accurate signing were maintained over time, indicating lasting learning effects.

Conclusions:

Computer-based simultaneous prompting is an effective intervention for improving ASL word signing accuracy in students with reading disorders.
Technology-driven interventions can enhance the acquisition of sign language skills.
Further research should explore causal mechanisms and optimize intervention parameters for broader application.