The purpose of this study was to examine the effects of word boxes on the phoneme segmentation, word identification, and spelling performance of a sample of children with autism. Three children with autism were selected on the basis of similar performance on early literacy skills as measured by the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) screening instrument. The word boxes is a method that involves students placing plastic letters into respective divided sections of a drawn rectangle (i.e., boxes) as each sound in a word is articulated. This method is designed to help children acquire phonological decoding skills. A multiple baseline design across literacy skills was employed to study the effects of word boxes on phoneme segmentation, word identification, and spelling. This study is important, as it was the first to examine the effects of this method with students with autism. Results suggested that all students showed increases in phoneme segmentation and word identification, with two of the students showing some improvement in spelling. Limitations and implications for future research and practice are discussed.

中文翻译：

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单词框对自闭症儿童样本的音素分割、单词识别和拼写的影响

本研究的目的是检查单词框对自闭症儿童样本的音素分割、单词识别和拼写表现的影响。根据早期识字技能动态指标 (DIBELS) 筛查工具测量的相似的早期识字技能表现，选择了三名患有自闭症的儿童。单词框是一种方法，涉及学生将塑料字母放入绘制的矩形（即框）的各个分割部分中，因为单词中的每个声音都被明确表达。这种方法旨在帮助儿童获得语音解码技能。采用跨读写技能的多基线设计来研究单词框对音素分割、单词识别和拼写的影响。这项研究很重要，因为它是第一个在自闭症学生身上检查这种方法的效果的人。结果表明，所有学生在音素分割和单词识别方面都有所提高，其中两名学生的拼写有所改善。讨论了未来研究和实践的局限性和影响。