The Effects of Direct Instruction Flashcards on Sight Words for a Middle School Student with an Intellectual Disability in a Self-Contained Special Education Classroom
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 a Direct Instruction Flashcard System on sight word reading of a 12-year-old girl with an Intellectual Disability in a Special Education self-contained classroom. A changing criterion design with an event recording data collection system was used to demonstrate the gradual increase of sight words. The DI flashcard system combined mastered and unmastered sight words and during individual flashcard presentations systematic feedback was provided. If an error happened, a Model-Lead-Test correction procedure reviewed the missed word multiple times. The participant showed an increase in correct responses reaching mastery across all words. The procedure was highly effective for sight word recognition and her teacher reported the participant to be more fluent and confident in her sight words following the procedure.
Session Number
PS2
Location
HUB Multipurpose Room
Abstract Number
PS2-d
The Effects of Direct Instruction Flashcards on Sight Words for a Middle School Student with an Intellectual Disability in a Self-Contained Special Education Classroom
HUB Multipurpose Room
The purpose of this study was to evaluate the effectiveness of a Direct Instruction Flashcard System on sight word reading of a 12-year-old girl with an Intellectual Disability in a Special Education self-contained classroom. A changing criterion design with an event recording data collection system was used to demonstrate the gradual increase of sight words. The DI flashcard system combined mastered and unmastered sight words and during individual flashcard presentations systematic feedback was provided. If an error happened, a Model-Lead-Test correction procedure reviewed the missed word multiple times. The participant showed an increase in correct responses reaching mastery across all words. The procedure was highly effective for sight word recognition and her teacher reported the participant to be more fluent and confident in her sight words following the procedure.
