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Effectiveness of Direct Instruction Flashcards on Sight Word Identification for a High School Student with a Specific Learning Disability

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Bibliographic Details
Title: Effectiveness of Direct Instruction Flashcards on Sight Word Identification for a High School Student with a Specific Learning Disability
Language: English
Authors: Fraher, Claren, Jones, Kristina, Caniglia, Cyndi, Crowell, Gabrielle, Hastings, Katie, Zumwalt, Kimberly
Source: Insights into Learning Disabilities. 2019 16(2):37-44.
Availability: Learning Disabilities Worldwide, Inc. 14 Nason Street, Maynard, MA 01754. Tel: 978-897-5399; Fax: 978-897-5355; e-mail: info@ldworldwide.org; Web site: http://www.ldworldwide.org/educators/ild-educators
Peer Reviewed: Y
Page Count: 8
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Education Level: Grade 10
High Schools
Secondary Education
Descriptors: Visual Aids, Direct Instruction, Word Recognition, Grade 10, High School Students, Learning Disabilities, Intervention, Program Effectiveness, Sight Vocabulary, Sight Method, Reading Fluency
ISSN: 1949-1212
Abstract: The aim of this single-case study was to evaluate the effects of a Direct Instruction flashcard system on the sight word identification of a tenth grader with a learning disability. To appraise the benefits of the intervention, a changing criterion single-subject design was applied. Findings indicated that the student profited greatly from the intervention. Over the course of the intervention, accuracy and automaticity of sight word reading increased remarkably. The paper ends with a critical discussion of the results and provides an outlook for subsequent research activities.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1218552
Database: ERIC
Description
Abstract:The aim of this single-case study was to evaluate the effects of a Direct Instruction flashcard system on the sight word identification of a tenth grader with a learning disability. To appraise the benefits of the intervention, a changing criterion single-subject design was applied. Findings indicated that the student profited greatly from the intervention. Over the course of the intervention, accuracy and automaticity of sight word reading increased remarkably. The paper ends with a critical discussion of the results and provides an outlook for subsequent research activities.
ISSN:1949-1212