A Comparison of Two Flash-Card Methods for Improving Sight-Word Reading

Autor/inn/en	Kupzyk, Sara; Daly, Edward J., III; Andersen, Melissa N.
Titel	A Comparison of Two Flash-Card Methods for Improving Sight-Word Reading
Quelle	In: Journal of Applied Behavior Analysis, 44 (2011) 4, S.781-792 (12 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8855
Schlagwörter	Elementary School Students; Instructional Effectiveness; Teaching Methods; Reading Instruction; Comparative Analysis; Manipulative Materials; Visual Stimuli; Elementary School Teachers; Word Recognition; Grade 1; Grade 2; Vocabulary Development; Task Analysis; Student Behavior; Behavior Modification + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Leseunterricht; Hilfsmittel; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Worterkennung; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Wortschatzarbeit; Aufgabenanalyse; Student behaviour; Schülerverhalten; Behaviour modification; Verhaltensänderung
Abstract	Flash cards have been shown to be useful for teaching sight-word reading. To date, the most effective flash-card instruction method is incremental rehearsal (IR). This method involves the instructor interspersing unknown stimulus items into the presentation of known stimulus items. In this study, we compared IR to a modified IR procedure--strategic incremental rehearsal (SIR)--to determine whether the effects of IR might be improved by incorporating variables likely to increase word acquisition. These included increased opportunities to respond to unknown stimuli, using learner responding as a basis for changing instructional items, and systematic prompting methods. An A-B-A-B design was used to compare the effects of IR and SIR for increasing sight-word reading with 4 elementary school students. Results indicated that students read more words correctly with SIR than with IR. In addition, similar patterns of responding were seen at a 2-week follow-up. (Contains 1 figure.) (As Provided).
Anmerkungen	Society for the Experimental Analysis of Behavior. Available from: Department of Applied Behavioral Science. Kansas University, 1000 Sunnyside Avenue, Lawrence, KS 66045-2133. Tel: 785-841-4425; Fax: 785-841-4425; e-mail: behavior@mail.ku.edu; Web site: http://seab.envmed.rochester.edu/jaba/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10