A Comparison of Two Flashcard Interventions for Teaching Sight Words to Early Readers

Autor/inn/en	January, Stacy-Ann A.; Lovelace, Mary E.; Foster, Tori E.; Ardoin, Scott P.
Titel	A Comparison of Two Flashcard Interventions for Teaching Sight Words to Early Readers
Quelle	In: Journal of Behavioral Education, 26 (2017) 2, S.151-168 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-0819
DOI	10.1007/s10864-016-9263-2
Schlagwörter	Intervention; Visual Stimuli; Drills (Practice); Word Recognition; Grade 1; Elementary School Students; Instructional Effectiveness; Grade 2; Comparative Analysis; Accuracy; Sight Method; Teaching Methods; Reading Instruction + Suchen Sie Ihr Suchwort? Worterkennung; School year 01; 1. Schuljahr; Schuljahr 01; Unterrichtserfolg; School year 02; 2. Schuljahr; Schuljahr 02; Look-and-say method; Ganzheitsmethode; Teaching method; Lehrmethode; Unterrichtsmethode; Leseunterricht
Abstract	Strategic Incremental Rehearsal (SIR) is a recently developed flashcard intervention that blends Traditional Drill with Incremental Rehearsal (IR) for teaching sight words. The initial study evaluating SIR found it was more effective than IR for teaching sight words to first-grade students. However, that study failed to assess efficiency, which is important to consider when evaluating and selecting interventions. Therefore, the current study evaluated both the efficiency and effectiveness of SIR compared with IR for teaching sight words to 4 general education students (3 in second grade and 1 in first grade) who were enrolled in 1 of 2 schools. An alternating treatments single-case design was used to compare the effects of SIR and IR interventions implemented 4 days per week across 4 or 5 weeks. Students' accuracy with words that were introduced during the week was assessed on Fridays, and maintenance of these words was assessed the following Friday. Results indicated that both interventions were effective for teaching students sight words, but that SIR was slightly more effective and efficient than IR for 3 of the 4 students. Findings have implications for the selection of flashcard interventions for teaching sight word vocabulary to early elementary students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01