Date

Spring 2016

Document Type

Master's Thesis

Degree Name

Master of Arts (M.A.)

Department

Teacher Education

Abstract

Reading is an essential skill and should be taught using a curriculum that is founded on evidence-based practices. These practices are specifically important to include research examining specific curriculums for specialized populations. This study examined sound acquisition through the use of Benchmark Advance in a special day kindergarten classroom. Two Hispanic males who are diagnosed with an autism spectrum disorder and who are both English language learners were the participants. This study implemented an AB design to measure sound acquisition. Participants received specialized instruction (Benchmark) that included three 17-minute stations that focused on skills related to sound acquisition and a 10-minute session on speech sound acquisition. Results from this study indicate that Benchmark is a successful intervention for the improvement of sound acquisition in this population. The positive outcomes of the use of Benchmark in this study have future indications in the teaching of sound acquisition for this specialized, growing population as it may impact reading ability and overall academic success.

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