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The purpose of this study was to investigate the effectiveness of a direct instruction procedure involving modeling and guided practice on the acquisition of functional sight words. Participants were 3 youths with the dual diagnosis of mental retardation and behavior disorders. These youths were taught functional sight words that support participation in a variety of recreation activities in natural community settings. A parallel treatment design was used to evaluate the impact of a direct instruction and control method for promoting word acquisition Half of the sight words were taught using direct instruction with in vivo word find activities and then assessed in the recreation settings. Acquisition of the second half of the words was also assessed in recreation settings. The control instruction involved reading key words to the participants as needed in the recreational setting. Direct instruction with in vivo word find was demonstrated to be effective in promoting acquisition of functional sight words. Results were maintained after a 4-week follow-up period.
Schloss et al. (1995) studied this question.