The Effects of Direct Instruction Flashcards on Sight Word Recognition for a First-Grade Boy with Developmental Delays in an Elementary Resource Room
Faculty Sponsor
Jennifer M. Neyman, neyman@gonzaga.edu
Session Type
Poster Presentation
Research Project Abstract
The purpose of this study was to evaluate the effectiveness of Direct Instruction (DI) Flashcards on the Sight-Word Recognition of a First-Grade student with developmental delays. The participant was a six-year-old first-grade boy diagnosed with a developmental disability in a Special Education Resource Room. An event recording data collection system within a changing criterion design assessed the number of correctly read sight words. DI Flashcards consisted of the researcher showing the participant a flashcard with a sight word. If correct, the flashcard was put in the back of the deck. If incorrect, a Model-Lead-Test correction procedure was implemented, and the missed flashcard was systematically reviewed. This study resulted in a successful acquisition of fifteen new First-Grade Sight Words. A DI Flashcard system was extremely cost effective and easily implemented procedure for a resource room.
Session Number
PS1
Location
HUB Multipurpose Room
Abstract Number
PS1-h
The Effects of Direct Instruction Flashcards on Sight Word Recognition for a First-Grade Boy with Developmental Delays in an Elementary Resource Room
HUB Multipurpose Room
The purpose of this study was to evaluate the effectiveness of Direct Instruction (DI) Flashcards on the Sight-Word Recognition of a First-Grade student with developmental delays. The participant was a six-year-old first-grade boy diagnosed with a developmental disability in a Special Education Resource Room. An event recording data collection system within a changing criterion design assessed the number of correctly read sight words. DI Flashcards consisted of the researcher showing the participant a flashcard with a sight word. If correct, the flashcard was put in the back of the deck. If incorrect, a Model-Lead-Test correction procedure was implemented, and the missed flashcard was systematically reviewed. This study resulted in a successful acquisition of fifteen new First-Grade Sight Words. A DI Flashcard system was extremely cost effective and easily implemented procedure for a resource room.
