Implementation of Frequency Building and Precision Teaching to Teach Sight Words via Synchronous Learning: A Case Study

Dietrich et al. (2023) coached four parents over Zoom to run 1-minute sight-word drills with their kids at home. The coach watched live, gave tips, and the parents charted correct and error counts on a Standard Celeration Chart after each timing.

This is a case study, so there were no control groups—just real families learning a new routine.

Every child learned new sight words and reached the fluency aim set by the team. Parents said the online coaching felt doable and they liked seeing the chart climb each day.

Aguilar et al. (2023) also coached parents live online, but taught digital activity schedules instead of sight words. Both studies show you can train caregivers in real time without anyone leaving home.

Aravamudhan et al. (2021) used the same precision-teaching tools—1-minute timings and celeration charts—to build fluent speech sounds in a teen with autism. The method travels across skills and ages.

Kupzyk et al. (2011) and Coleman et al. (2025) got good sight-word gains with flash-card drills, yet those studies happened at school with staff or peers. Dietrich moves the drill to the kitchen table and still sees growth, hinting that parent power can match classroom power when you measure every response.

If a family can’t come to clinic, you can still deliver high-quality reading help. Hand the parent a timer, a word list, and a simple chart script. Watch, prompt, and celebrate jumps in rate—no extra staff, no travel time. One BCBA coached four families at once from a laptop; kids mastered words anyway. That’s a service model you can copy tomorrow.