Technology‐assisted instruction has potential for helping students improve their reading skills. In the current studies, PowerPoint software was used to supplement teacher‐led reading instruction for elementary‐aged students with disabilities who struggled with phoneme blending to read words. The effectiveness of the intervention was assessed using two multiple probe design studies across sets of words based on an onset‐rime (word family) strategy. In Study 1, teacher‐led instruction was paired with technology‐assisted instruction for all intervention sessions for three students in first and second grade. In Study 2, teacher‐led instruction occurred between baseline and technology‐assisted intervention sessions for three students in third and fourth grade. During the initial instruction sessions, participants recorded their own voices onto PowerPoint slides so that their technology‐assisted instruction included self‐modelling. Results of both studies indicated that technology‐assisted instruction can be effective for helping students learn how to blend phonemes to read words; however, performance varied and there were limitations in each study that should be addressed in future research. Relevant implications for classroom instruction are emphasized.

中文翻译：

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结合教师主导和技术辅助的教学，以改善音素融合，以为弱能小学生阅读单词

技术辅助教学具有帮助学生提高阅读技能的潜力。在当前的研究中，PowerPoint该软件用于补充由教师主导的阅读障碍者的阅读指导，这些阅读障碍者因拼音而难以阅读单词。干预的有效性通过基于病态（词族）策略的两个多组针对词组的多探针设计研究进行了评估。在研究1中，在一年级和二年级的三个学生的所有干预课程中，教师指导的教学均与技术辅助的教学相结合。在研究2中，老师指导的教学发生在基线和技术辅助干预课程之间，分别针对三年级和四年级的三名学生。在最初的指导课程中，参与者将自己的声音记录到PowerPoint上幻灯片，以便他们的技术辅助指导包括自我建模。两项研究的结果都表明，技术辅助教学可以有效地帮助学生学习如何融合音素来阅读单词。但是，性能各不相同，每项研究都有局限性，应在以后的研究中加以解决。强调了课堂教学的相关含义。