The Effects of an Alternating Patterns Intervention on Sight Word Recognition for a High School Student with a Learning Disability in a Resource Room

The purpose of this study was to evaluate the effects of an alternating pattern intervention on sight word recognition of a sixteen-year-old boy with a learning disability in a resource room. Event recording within a changing criterion design assessed the participant’s progress of reading sight words. During the alternating pattern, the researchers presented word flashcards in an order that consisted of 1:1, 1:2, 1:3, 1:4 with the one always being the target sight word in ratio to the quantity of mastered word(s). Appropriate feedback was given based on the participant’s response. Within 13 intervention sessions the participant correctly read all 15 target sight words. The repeated presentations of an unknown words and the scaffolded presentation within the alternating pattern intervention showed positive results for a student with a learning disability