# Online video training versus face-to-face training: a cluster randomized controlled trial of early reading skills in individuals who use augmentative and alternative communication - URL: https://alisanburak.com/en/wcp-2026-posterler/ev0968 - Language: en - Last updated: not specified - Page title: Online video training versus face-to-face training: a cluster randomized controlled trial of early reading skills in individuals who use augmentative and alternative communication | WCP 2026 Summary > Students with intellectual disability who use augmentative and alternative communication improved across all reading outcomes, but there was no evidence that o… This page was translated automatically from Turkish. [Read the original](https://alisanburak.com/wcp-2026-posterler/ev0968) This page is an AI-assisted Turkish summary of the study presented at the 26th World Congress of Psychiatry. The study belongs to the presenting authors; please refer to the original source when citing it. EV0968 E-PosterChild and AdolescentCluster-randomized controlled trial (RCT) # Online video training versus face-to-face training: a cluster randomized controlled trial of early reading skills in individuals who use augmentative and alternative communication ONLINE VIDEO TRAINING VERSUS IN-PERSON TUTORING: A CLUSTER-RANDOMIZED CONTROLLED TRIAL ON EARLY READING IN INDIVIDUALS WHO USE AUGMENTATIVE AND ALTERNATIVE COMMUNICATION Presenter: Marthe Bilet-Mossige Country: Norway Institution: Østfold University College Students with intellectual disability who use augmentative and alternative communication improved across all reading outcomes, but there was no evidence that online video training for teachers was superior to face-to-face training. Objective: To compare whether online video-based or face-to-face teacher training led to greater gains in early reading skills among students with intellectual disability who use augmentative and alternative communication (AAC). Methods: In a cluster randomized controlled design, 24 schools were randomized, and 72 students aged 6–14 years with intellectual disability who use AAC were included; 12 schools were allocated to the video training arm (27 students) and 12 to the face-to-face training arm (45 students). The primary outcome analysis included 27 students in the video arm and 32 in the face-to-face arm. Both arms implemented the Reading for All program with identical content; the primary outcomes were phoneme blending and letter–sound correspondence, and the secondary outcomes were sight word recognition and decoding. Repeated measurements over 12 months were analyzed using linear mixed models and longitudinal growth models, accounting for clustering. At baseline, the mean phoneme blending score was 6.89 (SD 2.190) in the video arm and 6.32 (SD 2.263) in the face-to-face arm; the mean letter–sound correspondence scores were 19.52 (SD 9.271) and 17.63 (SD 8.789), respectively. Mean total reading time was reported as 1117.56 minutes (SD 741.203) in the video arm and 691.56 minutes (SD 521.042) in the face-to-face arm. Results: Students improved across all five reading outcomes during the intervention, with significant growth over time in both groups, but no statistically significant differences in growth were found between the two training formats; teacher satisfaction and acceptability were positive in both groups. Conclusion: AAC users with intellectual disability and/or autism achieve significant gains in early reading, and both video-based and face-to-face teacher training appear feasible for implementing structured reading instruction. [View the original poster](https://cslide.ctimeetingtech.com/wcp26/attendee/eposter/file/1696) How to cite this study APA 7: Bilet-Mossige, M., et al. (2026, September 23-26). Online video training versus in-person tutoring: a cluster-randomized controlled trial on early reading in individuals who use augmentative and alternative communication [E-poster]. 26th WPA World Congress of Psychiatry (WCP 2026), Stockholm, Sweden. https://cslide.ctimeetingtech.com/wcp26/attendee/eposter/file/1696 Vancouver: Bilet-Mossige M, et al. Online video training versus in-person tutoring: a cluster-randomized controlled trial on early reading in individuals who use augmentative and alternative communication [e-poster]. 26th WPA World Congress of Psychiatry (WCP 2026); 2026 Sep 23-26; Stockholm, Sweden. 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