Open AccessThe Effects of Direct Instruction Flashcards on Sight Word Skills ofan Elementary Student with a Specific Learning Disability
Author(s) -
T. F. McLaughlin,
Ande Seines,
K. Mark Derby,
Kimberly P. Weber
Publication year - 2015
Publication title -
international journal of advances in scientific research
Language(s) - English
Resource type - Journals
ISSN - 2395-3616
DOI - 10.7439/ijasr.v1i3.1789
Subject(s) - multiple baseline design , sight , reading (process) , psychology , intervention (counseling) , learning disability , word (group theory) , mathematics education , computer science , medical education , medicine , developmental psychology , linguistics , philosophy , physics , astronomy , psychiatry
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. A multiple baseline design was used across word setswith 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.