A Comparison of Two Flashcard Drill Methods Targeting Word Recognition

Autor/inn/en	Volpe, Robert J.; Mule, Christina M.; Briesch, Amy M.; Joseph, Laurice M.; Burns, Matthew K.
Titel	A Comparison of Two Flashcard Drill Methods Targeting Word Recognition
Quelle	In: Journal of Behavioral Education, 20 (2011) 2, S.117-137 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-0819
DOI	10.1007/s10864-011-9124-y
Schlagwörter	Drills (Practice); Instructional Materials; Sight Method; Reading Instruction; Instructional Effectiveness; Efficiency; Word Recognition; Comparative Analysis; Grade 1; Elementary School Students; Validity + Suchen Sie Ihr Suchwort? Lehrmaterial; Lehrmittel; Unterrichtsmedien; Look-and-say method; Ganzheitsmethode; Leseunterricht; Unterrichtserfolg; Effectiveness; Effektivität; Wirkungsgrad; Worterkennung; School year 01; 1. Schuljahr; Schuljahr 01; Gültigkeit
Abstract	Traditional drill and practice (TD) and incremental rehearsal (IR) are two flashcard drill instructional methods previously noted to improve word recognition. The current study sought to compare the effectiveness and efficiency of these two methods, as assessed by next day retention assessments, under 2 conditions (i.e., opportunities to respond held constant across methods, length of instructional session held constant across methods) with 4 first-grade students identified by their teachers as struggling readers. Social validity of the two intervention methods also was evaluated. Results suggested important differences in response to instruction across students. Differences in effectiveness between TD and IR were minimal both when holding opportunities to respond and length of instructional session constant across methods. Minimal differences in efficiency were noted between TD and IR when holding instructional time constant across conditions. However, TD was clearly more efficient than IR for all students when holding opportunities to respond constant across conditions. Social validity data indicated that half of the students preferred the TD method and half preferred the IR method. Limitations and implications of the current study for school-based professionals are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10