Using a Direct Instruction Flashcard System with Two Students with Learning Disabilities;Uso de un sistema de tarjetas de instrucción directa con dos alumnos con dificultades de aprendizaje

Electronic Journal of Research in Educational Psychology

Volumn 8, Issue 2, 2010, Pages 457-472

  Glover, Patti ^a   McLaughlin, Thomas ^a   Derby, K Mark ^a   Gower, Jan ^b  

^a GONZAGA UNIVERSITY   (United States)

^b Special Education Teacher   (United States)

Author keywords

Action research; DI flashcards; Learning dsabilities; Math facts; Multiple baseline research design

Indexed keywords

EID: 77957073218     PISSN: 16995880     EISSN: 16962095     Source Type: Journal    
DOI: None     Document Type: Article

References (25)

1. Altwerger, B., Arya, P., Jin, L., Jordan, N. L., Laster, B., & Martens, P. (2004). When research and mandates collide: The challenges and dilemmas of teacher education in the era of NCLB. English Education, 36, 119-133.
2. rd ed.). New York: Allyn and Bacon.
3. Becker, A., McLaughlin, T. F., Weber, K. P., & Gower, J. (2009). The effects of copy, cover, and compare with and without error drill on multiplication fact fluency and accuracy. Electronic Journal of Research in Educational Psychology, 18, 747-760.
4. Brasch, T. L., Williams, R. L., & McLaughlin, T. F. (2008). The effects of a direct instruction flashcard system on multiplication fact mastery by two high school students with ADHD and ODD. Child & Family Behavior Therapy, 30(1), 51-59.
5. Hayter, S., Scott, E., McLaughlin, T. F., & Weber, K.P. (2007). The use of a modified direct instruction flashcard system with two high school students with developmental disabilities. Journal of Developmental and Physical Disabilities, 19, 409-415.
6. Heron, T. E., Heward, W. L., Cooke, N. L., & Hill, A. S. (1983). Evaluation of a classwide peer tutoring system: First graders teach each other sight words. Education and Treatment of Children, 6, 137-152.
7. th ed.). Upper Saddle River, NJ: Merrill/Prentice-Hall
8. Johnson, K. R., & Layng, T. V. (1994). The Morning Side model of generative instruction. In R. Gardner III, D. M. Sainato, J. O. Cooper, T. E. Heron, W. L. Heward, J. W. Eshelman, & T. A. Grassi (Eds.). Behavior analysis in education: Focus on measur-ably superior instruction (pp. 173-197). Pacific Grove, CA: Brooks/Cole.
9. Kroesbergen, E. H., & Van Luit, J. E. H. (2003). Mathematics interventions for children with special needs: A meta-analysis. Remedial & Special Education, 24, 97-114.
10. Livingstone, D. W. (1998). The education-jobs gap: Underemployment or economic democracy. Boulder, Co: Westview.
11. Maheady, L., & Sainato, D. M. (1985). The effects of peer tutoring upon the social status and social interaction patterns of high and low status elementary school students. Education and Treatment of Children, 8, 51-65.
12. Malone, R., & McLaughlin, T. F. (1997). The effects of reciprocal peer tutoring with a group contingency on quiz performance in vocabulary with seventh and eighth grade students. Behavioral Interventions, 12, 27-40.
13. Marchand-Martella, N., Slocum, T., & Martella, R. (Eds). (2004). Introduction to direct instruction. Upper Saddle River, NJ: Pearson Education.
14. McLaughlin, T. F., Williams, B. F., Williams, R. L., Peck, S. M., Derby, K. M., Bjordahl, J. M., & Weber, K. M. (1999). Behavioral training for teachers in special education: The Gonzaga University program. Behavioral Interventions, 14, 83-134.
15. Olenick, D. L., & Pear, J. J. (1980). Differential reinforcement of correct responses to probes and prompts in picture-name training with retarded children. Journal of Applied Behavior Analysis, 13, 77-89.
16. Peterson, L., McLaughlin, T. F., Weber, K. P., Derby, K. M., & Anderson, H. (2008). The effects of a model, lead, and test technique paired with visual prompts with a fading procedure to teach "where" to a 13-year-old echolalic boy with autism. Journal of Developmental and Physical Disabilities, 20, 31-39.
17. Rivera-Batiz, F. L. (1992). Quantitative literacy and the likelihood of employment among young adults in the United States. Journal of Human Resources, 27, 313-328.
18. Romero, J. F., Lósegui Bandera, E., Ruiz León, I., & Lavigne Cerván, R. (2001). Application of a written composition and reading comprehension program in primary education students. Electronic Journal of Research in Educational Psychology, 1(2), 57-78.
19. Sante-Delli. A., McLaughlin T. F., & Weber, K. P. (2001). The use and evaluation of a Direct Instruction flash card strategy on multiplication facts mastery with two students with ADHD. Journal of Precision Teaching and Celeration, 17(2), 68-75.
20. Silbert, J., Carnine, D. W., & Stein, M. (1981). Direct instruction mathematics. Columbus, OH: Charles E. Merrill.
21. Stein, A., Kinder, D., Silbert, J., & Carnine, D. W. (2006). Designing effective mathematics instruction: A direct instruction approach. Upper Saddle River, NJ: Merrill/Pearson Education, Inc.
22. Stood, S., & Jitendra, A. K. (2007). A comparative analysis of number sense instruction in reform-based and traditional mathematics textbooks. Journal of Special Education, 41, 145-157.
23. United States Congress. (2002). No Child Left Behind Act of 2001. Public Law 107-10. 107th Cong., Pp. 1425-2095.
24. Van Houten, R., & Rolider, A. (1989). An analysis of several variables influencing the efficacy of flash card instruction. Journal of Applied Behavior Analysis, 22, 111-120.
25. Young, C. C., Hecimovic, A., & Salzberg, C. L. (1983). Tutor-tutee behavior of disadvantaged kindergarten children during peer teaching. Education and Treatment of Children, 6, 123-135.