View in EDS PDF Full Text

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

Saved in:
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
FullText Links:
  – Type: pdflink
    Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwEu9WE44ohciosodGial_cBAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDJfFVNe72iJgRBXIngIBEICBm6nWEtirg0p3WNlHEl71Jn1XrsiEhcBF1f1z0CPL8S3yZbK7Y39oXspsGY15jAiSb4IvWxM5_8QL1NI-TqWMtSHqXsFqPvFbqQ58_DXYpFPtjfvF3GImsjLSxjy14IWqQHwVHOltD22UFTQapK8DYxQ_1YvsXj-oA5nfTyJepdyyPlghmts-m5UQoBoW7Uxsk673zKCRjC50zikV
Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1218552
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1218552
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Effectiveness of Direct Instruction Flashcards on Sight Word Identification for a High School Student with a Specific Learning Disability
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Fraher%2C+Claren%22">Fraher, Claren</searchLink><br /><searchLink fieldCode="AR" term="%22Jones%2C+Kristina%22">Jones, Kristina</searchLink><br /><searchLink fieldCode="AR" term="%22Caniglia%2C+Cyndi%22">Caniglia, Cyndi</searchLink><br /><searchLink fieldCode="AR" term="%22Crowell%2C+Gabrielle%22">Crowell, Gabrielle</searchLink><br /><searchLink fieldCode="AR" term="%22Hastings%2C+Katie%22">Hastings, Katie</searchLink><br /><searchLink fieldCode="AR" term="%22Zumwalt%2C+Kimberly%22">Zumwalt, Kimberly</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Insights+into+Learning+Disabilities%22"><i>Insights into Learning Disabilities</i></searchLink>. 2019 16(2):37-44.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 8
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2019
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Grade+10%22">Grade 10</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Visual+Aids%22">Visual Aids</searchLink><br /><searchLink fieldCode="DE" term="%22Direct+Instruction%22">Direct Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Word+Recognition%22">Word Recognition</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+10%22">Grade 10</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Disabilities%22">Learning Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Sight+Vocabulary%22">Sight Vocabulary</searchLink><br /><searchLink fieldCode="DE" term="%22Sight+Method%22">Sight Method</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Fluency%22">Reading Fluency</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1949-1212
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2019
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1218552
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1218552
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 8
        StartPage: 37
    Subjects:
      – SubjectFull: Visual Aids
        Type: general
      – SubjectFull: Direct Instruction
        Type: general
      – SubjectFull: Word Recognition
        Type: general
      – SubjectFull: Grade 10
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Learning Disabilities
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Sight Vocabulary
        Type: general
      – SubjectFull: Sight Method
        Type: general
      – SubjectFull: Reading Fluency
        Type: general
    Titles:
      – TitleFull: Effectiveness of Direct Instruction Flashcards on Sight Word Identification for a High School Student with a Specific Learning Disability
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Fraher, Claren
      – PersonEntity:
          Name:
            NameFull: Jones, Kristina
      – PersonEntity:
          Name:
            NameFull: Caniglia, Cyndi
      – PersonEntity:
          Name:
            NameFull: Crowell, Gabrielle
      – PersonEntity:
          Name:
            NameFull: Hastings, Katie
      – PersonEntity:
          Name:
            NameFull: Zumwalt, Kimberly
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2019
          Identifiers:
            – Type: issn-print
              Value: 1949-1212
          Numbering:
            – Type: volume
              Value: 16
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: Insights into Learning Disabilities
              Type: main
ResultId 1