Abstract
This study explored the effects of instruction in letter sound correspondence (LSC) with four preschool students with disabilities. The study included participants with developmental delay, autism spectrum disorder, and communication disorders. Researchers incorporated nonverbal methods of response to accommodate study participants with communication deficits. All four participants met criteria across behaviors for identifying letter sound correspondence. Study participants exhibited positive attitudes toward learning with the intervention. An analysis of graphed data showed evidence of a relation between the intervention in letter sound correspondence and the number of correct responses on LSC probes. The results of this study confirmed previous research that showed students with low incidence disabilities can acquire the reading prerequisite skill of letter sound correspondence.
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