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Comparing the Efficacy of Print and Digital Flashcards for Vocabulary Acquisition in an Elementary Education Setting

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Title: Comparing the Efficacy of Print and Digital Flashcards for Vocabulary Acquisition in an Elementary Education Setting
Language: English
Authors: Eichstaedt, Maureen
Source: ProQuest LLC. 2023Ed.D. Dissertation, University of St. Francis.
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 84
Publication Date: 2023
Document Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Early Childhood Education
Elementary Education
Grade 2
Primary Education
Descriptors: Sight Vocabulary, Grade 2, Elementary School Students, Reading Instruction, Multilingualism, Instructional Materials, Visual Aids, Sight Method, Word Recognition
ISBN: 979-83-7761-389-3
Abstract: This study measured the effectiveness of sight word practice using flashcards and the growth results were compared based on presentation formats when administered to a group of second grade students. The data were later disaggregated to compare the success rates of each platform among three different subgroups within the test population, based on their mastery of letter recognition and corresponding sound. During each of the two weekly sessions, second grade students were assessed on their initial knowledge of ten pre-selected words and then received practice, either on printed paper or digitally, for three consecutive days. Each Friday, students were re-assessed on recognition of the words. The growth rates between print and digital formats were compared to determine if the exercise resulted in positive, flat, or negative growth for the entire group in terms of sight word acquisition. The data were disaggregated among the three subgroups of full-alphabetic phase, partial alphabetic phase, and multilingual learners to determine if either format of sight word practice proved to be successful for that subgroup and if one format showed to be more successful than the other. The results supported that sight words on print flashcards produced growth for the entire population, and the digital format yielded slightly better results. Disaggregated data showed that, among the subgroups of full alphabetic, partial alphabetic, and multilingual, both formats produced simple growth, but there were no statistically significant differences in growth for any of the subgroups between the digital flashcards versus the printed flashcards. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
Entry Date: 2023
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:30310218
Accession Number: ED632749
Database: ERIC
FullText Text:
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PubType: Dissertation/ Thesis
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  Data: Comparing the Efficacy of Print and Digital Flashcards for Vocabulary Acquisition in an Elementary Education Setting
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  Data: This study measured the effectiveness of sight word practice using flashcards and the growth results were compared based on presentation formats when administered to a group of second grade students. The data were later disaggregated to compare the success rates of each platform among three different subgroups within the test population, based on their mastery of letter recognition and corresponding sound. During each of the two weekly sessions, second grade students were assessed on their initial knowledge of ten pre-selected words and then received practice, either on printed paper or digitally, for three consecutive days. Each Friday, students were re-assessed on recognition of the words. The growth rates between print and digital formats were compared to determine if the exercise resulted in positive, flat, or negative growth for the entire group in terms of sight word acquisition. The data were disaggregated among the three subgroups of full-alphabetic phase, partial alphabetic phase, and multilingual learners to determine if either format of sight word practice proved to be successful for that subgroup and if one format showed to be more successful than the other. The results supported that sight words on print flashcards produced growth for the entire population, and the digital format yielded slightly better results. Disaggregated data showed that, among the subgroups of full alphabetic, partial alphabetic, and multilingual, both formats produced simple growth, but there were no statistically significant differences in growth for any of the subgroups between the digital flashcards versus the printed flashcards. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 84
    Subjects:
      – SubjectFull: Sight Vocabulary
        Type: general
      – SubjectFull: Grade 2
        Type: general
      – SubjectFull: Elementary School Students
        Type: general
      – SubjectFull: Reading Instruction
        Type: general
      – SubjectFull: Multilingualism
        Type: general
      – SubjectFull: Instructional Materials
        Type: general
      – SubjectFull: Visual Aids
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      – SubjectFull: Sight Method
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      – SubjectFull: Word Recognition
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      – TitleFull: Comparing the Efficacy of Print and Digital Flashcards for Vocabulary Acquisition in an Elementary Education Setting
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