The comparable effects of Spanish and English instruction on sight word reading using a constant time delay and incidental teaching procedures by Hispanic learners with mental retardation.

The purpose of this study were to investigate (a) the effectiveness and efficiency of a 4-second time delay instructional package to teach English sight word reading, (b) the differential effects of language of instruction on the percentage of English sight words read in the classroom settings and in the natural setting, and (c) the percentage of incidental information learned during Spanish versus English instruction by four Hispanic (i.e., Puerto Ricans) middle school students with mental retardation. A multiple probe across students with an embedded adapted alternating treatments design was used. Sign words from local grocery and department stores were targeted for instruction. The study began with a baseline condition in which students' performance on 15 sight words targeted for instruction were assessed. During the intervention, sight words were taught using a 4-second time delay instructional package across Spanish and English time delay and no treatment conditions. Incidental information was provided upon correct responding during these instructional sessions. Generalization probes were conducted during baseline and intervention conditions and after the intervention was concluded. The results indicated that the intervention was effective and efficient in teaching English sight word reading to all four students. Additionally, all four students generalized word reading from the classroom to the natural setting and learned most of the incidental information. In general, the effect of language of instruction (i.e., Spanish and English) on sight word reading instruction was comparable.