Using a Direct Instruction Flashcard System with Two Students with Learning Disabilities

Autor/inn/en	Glover, Patti; McLaughlin, Thomas; Derby, K. Mark; Gower, Jan
Titel	Using a Direct Instruction Flashcard System with Two Students with Learning Disabilities
Quelle	In: Electronic Journal of Research in Educational Psychology, 8 (2010) 2, S. 457-472 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1696-2095
Schlagwörter	Forschungsbericht; Urban Schools; Intervention; Learning Disabilities; Visual Aids; Instructional Materials; Poverty Areas; Teaching Methods; Adolescents; Error Patterns; Elementary School Students; Program Effectiveness; Resource Room Programs; Mathematics Instruction + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Learning handicap; Lernbehinderung; Anschauungsmaterial; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Teaching method; Lehrmethode; Unterrichtsmethode; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Fehlertyp; Mathematics lessons; Mathematikunterricht
Abstract	Introduction: The use of Direct Instruction (DI) flashcards has been suggested as an effective classroom intervention procedure. The present case report examined the use of DI flashcards with two adolescents with learning disabilities. Objectives: The purpose of this research was to increase the correct rate and decrease the error rate for see/write digits in multiplication using DI Flashcards and a back three strategy for errors. Another objective was to provide an expansion and replication of our previous work with DI flashcards. Method: Our participants were two elementary students learning disabilities. After baseline, a Direct Instruction flashcard procedure was implemented. The study was conducted in a resource room that served intermediate aged elementary students. The school was located in a high poverty area of a large urban school district. The effects of our intervention were evaluated in a multiple baseline design across students. Results: Each participant improved their mastery of math facts. These changes were immediate and large for the first two sets. Some generalization to the problems in last set of problems was found for both participants. Discussion: The flash card procedure was inexpensive and easily implemented in a resource room setting. Recommendations for employing DI flashcards by teachers are provided. (Contains 2 figures.) (As Provided).
Anmerkungen	University of Almeria, Education & Psychology I+D+i. Faculty of Psychology Department of Educational and Developmental Psychology, Carretera de Sacramento s/n, 04120 LaCanada de San Urbano, Almeria, Spain. Tel: +34-950-015354; Fax: +34-950-015083; Web site: http://www.investigacion-psicopedagogica.org/revista/new/english/index.php
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10