The Effects of Implementing a Direct Instruction Flashcard Procedure for Grade Leveled Sight Words on Two Twelve-Year-Old Students
Faculty Sponsor
Jennifer Neyman, Gonzaga University
Research Project Abstract
This study's purpose determined the effectiveness of a Direct Instruction (DI) flashcard procedure to teach accuracy and fluency to two twelve-year-old students in a resource room. The male student performed at a 1st grade level and the female student performed at a kindergarten level. Event recording within a multiple baseline design (across sets of words) assessed the number of correctly read sight words. The DI flashcard system consisted of a combination of mastered and unmastered words and presented individual word trials. If an error occurred the researcher provided systematic review of that word by providing a Model-Lead-Test correction procedure and representing the missed word multiple times to ensure correct repeated readings. For both participants across all word sets, mastery was reached and maintained for a minimum of three sessions. The DI flashcard system was an extremely quick and effective teaching procedure for each participant.
Session Number
PS1
Location
Graves Gym
Abstract Number
PS1-w
The Effects of Implementing a Direct Instruction Flashcard Procedure for Grade Leveled Sight Words on Two Twelve-Year-Old Students
Graves Gym
This study's purpose determined the effectiveness of a Direct Instruction (DI) flashcard procedure to teach accuracy and fluency to two twelve-year-old students in a resource room. The male student performed at a 1st grade level and the female student performed at a kindergarten level. Event recording within a multiple baseline design (across sets of words) assessed the number of correctly read sight words. The DI flashcard system consisted of a combination of mastered and unmastered words and presented individual word trials. If an error occurred the researcher provided systematic review of that word by providing a Model-Lead-Test correction procedure and representing the missed word multiple times to ensure correct repeated readings. For both participants across all word sets, mastery was reached and maintained for a minimum of three sessions. The DI flashcard system was an extremely quick and effective teaching procedure for each participant.
