The Effects of Direct Instruction Flashcards on Sight Word Skills of an Elementary Student with a Specific Learning Disability
Journal Title: International Journal of Advances in Scientific Research - Year 2015, Vol 1, Issue 3
Abstract
The purpose of this study was to implement and evaluate a Direct Instruction (DI) flashcard system to teach sight word acquisition to a 6th grade student with a documented Specific Learning Disability. Multiple baseline designs were used across word sets with each student to evaluate the effectiveness of the flashcard procedures. A functional relationship was demonstrated between the use of the strategies and the reading of sight words for the participant. The study showed that DI flashcards are able to be an effective way to teach students with specific learning disabilities (SLP). Both staff and students enjoyed the intervention.
Authors and Affiliations
Thomas Ford McLaughlin, Ande Seines, K. M. Derby, K. P. Weber
Keywords
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- EP ID EP327922
- DOI 10.7439/ijasr.v1i3.1789
- Views 143
- Downloads 0
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