American Printing House for the Blind. (2019). Distribution of federal quota based on registration of eligible students. Author.
2.
AppelmanM. O.VailC. G.Lieberman-BetzR. (2014). The effects of constant time delay and instructive feedback on the acquisition of English and Spanish sight words. Journal of Early Intervention, 36(2), 131–148. https://doi.org/10.1177/1053815114563613
3.
BradleyR. L.NoellG. H. (2018). The effectiveness of supplemental phonics instruction employing constant time delay instruction for struggling readers. Psychology in the Schools, 55(7), 880–892. https://doi.org/10.1002/pits.22148
4.
BrowderD.Ahlgrim-DelzellL.SpoonerF.MimsP. J.BakerJ. N. (2009). Using time delay to teach literacy to students with severe developmental disabilities. Exceptional Children, 75(3), 343–364. https://doi.org/10.1177/001440290907500305
5.
DouglasG.GrimleyM.McLindenM.WatsonL. (2004). Reading errors made by children with low vision. Ophthalmic and Physiological Optics, 24(4), 319–322. https://doi.org/10.1111/j.1475-1313.2004.00204.x
6.
GompelM.van BonW. H. J.SchreuderR.AdriannsenJ. J. M. (2002). Reading and spelling competence of Dutch children with low vision. Journal of Visual Impairment & Blindness, 96(6), 435–447. https://doi.org/10.1177/0145482X0209600607
7.
HooperJ.IvyS.HattonD. (2014). Using constant time delay to teach braille word recognition. Journal of Visual Impairment & Blindness, 108(2), 107–121. https://doi.org/10.1177/0145482x1410800203
8.
IvyS. E.HooperJ. D. (2015). Using constant time delay to teach braille and the Nemeth Code for mathematics and science notation to students making the transition from print to braille. Journal of Visual Impairment & Blindness, 109(5), 343–358. https://doi.org/10.1177/0145482x1510900504
9.
National Reading Panel (U.S.) & National Institute of Child Health and Human Development (U.S.). (2000). Report of the National Reading Panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. U.S. Department of Health and Human Services, Public Health Service, National Institutes of Health, National Institute of Child Health and Human Development.
10.
SwainR.LaneJ. D.GastD. L. (2014). Comparison of constant time delay and simultaneous prompting procedures: Teaching functional sight words to students with intellectual disabilities and autism spectrum disorder. Journal of Behavioral Education, 24(2), 210–229. https://doi.org/10.1007/s10864-014-9209-5
11.
Wall EmersonR.HolbrookM. C.D’AndreaF. M. (2009). Acquisition of literacy skills by young children who are blind: Results from the ABC Braille Study. Journal of Visual Impairment & Blindness, 103(10), 610–624. https://doi.org/10.1177/0145482X0910301005
12.
WoleryM.HolcombeA.CybriwskyC.DoyleP. M.SchusterJ. W.AultM. J.GastD. L. (1992). Constant time delay with discrete responses: A review of effectiveness and demographic, procedural, and methodological parameters. Research in Developmental Disabilities, 13(3), 239–266. https://doi.org/10.1016/0891-4222(92)90028-5
