A comparison of two flash-card methods for improving sight-word reading

Journal of Applied Behavior Analysis

Volumn 44, Issue 4, 2011, Pages 781-792

  Kupzyk, Sara ^a   Daly III, Edward J ^a   Andersen, Melissa N ^a  

^a UNIVERSITY OF NEBRASKA LINCOLN   (United States)

Author keywords

discrimination training; incremental rehearsal; modeling; prompt delay; sight words; stimulus control

Indexed keywords

ARTICLE; CHILD; DISCRIMINATION LEARNING; FEMALE; HUMAN; LEARNING; MALE; PHOTOSTIMULATION; READING;

CHILD; DISCRIMINATION LEARNING; FEMALE; HUMANS; MALE; PHOTIC STIMULATION; PRACTICE (PSYCHOLOGY); READING;

EID: 84860580004     PISSN: 00218855     EISSN: 19383703     Source Type: Journal    
DOI: 10.1901/jaba.2011.44-781     Document Type: Article

References (34)

1. Adams, G., &, Carnine, D., (2003). Direct instruction. In, H. L. Swanson, K. R. Harris, &, S. Graham, (Eds.), Handbook of learning disabilities (pp. 403-416). New York: Guilford.
2. Belfiore, P. J., Skinner, C. H., &, Ferkis, M., (1995). Effects of response and trial repetition on sight-word training for students with learning disabilities. Journal of Applied Behavior Analysis, 28, 347-348.
3. Burns, M. K., (2004). Empirical analysis of drill ratio research: Refining the instructional level for drill tasks. Remedial and Special Education, 25, 167-175.
4. Burns, M. K., (2007). Comparison of opportunities to response within a drill model when rehearsing sight words with a child with mental retardation. School Psychology Quarterly, 22, 250-263.
5. Catania, A. C., (2007). Learning (interim ed.). Cornwall-on-Hudson, NY: Sloan.
6. Cates, G., Skinner, C.H., Watson, S., Meadows, T., Weaver, A., &, Jackson, B., (2003). Instructional effectiveness and instructional efficiency as considerations for data-based decision making: An evaluation of interspersing procedures. School Psychology Review, 32, 601-616.
7. Coleman-Martin, M., &, Wolff-Heller, K., (2004). Using a modified constant prompt-delay procedure to teach spelling to students with physical disabilities. Journal of Applied Behavior Analysis, 37, 469-480.
8. Cooke, N., Guzaukas, R., Pressley, J., &, Kerr, K., (1993). Effects of using a ratio of new items to review items during drill and practice: Three experiments. Education and Treatment of Children, 16, 213-235.
9. Cooke, N., &, Reichard, S., (1996). The effects of interspersal drill ratios on acquisition and generalization of multiplication and division facts. Education and Treatment of Children, 19, 124-142.
10. Daly, E., Hintze, J., &, Hamler, K., (2000). Improving practice by taking steps toward technological improvements in academic intervention in the new millennium. Psychology in the Schools, 37, 61-72.
11. Daly, E. J., III, &, Martens, B. K., (1994). A comparison of three interventions for increasing oral reading performance: Application of the instructional hierarchy. Journal of Applied Behavior Analysis, 27, 459-469.
12. Daly, E. J., III, Martens, B. K., Kilmer, A., &, Massie, D., (1996). The effects of instructional match and content overlap on generalized reading performance. Journal of Applied Behavior Analysis, 29, 507-518.
13. Gersten, R., Carnine, D., &, White, W., (1984). The pursuit of clarity: Direct instruction and applied behavior analysis. In, W. L. Heward, T. E. Heron, D. S. Hill, &, J. Trapp-Porter, (Eds.), Focus on behavior analysis in education (pp. 28-57). Columbus, OH: Merrill.
14. Gickling, E. E., &, Armstrong, D. L., (1978). Levels of instructional difficulty as related to on-task behavior, task completion, and comprehension. Journal of Learning Disabilities, 11, 32-39.
15. Gickling, E. E., &, Havertape, S., (1981). Curriculum-based assessment (CBA). Minneapolis, MN: School Psychology Inservice Training Network.
16. Gickling, E. E., &, Rosenfield, S., (1995). Best practices in curriculum-based assessment. In, A. Thomas, &, J. Grimes, (Eds.), Best practices in school psychology (Vol. 3, pp. 587-596). Washington, DC: National Association of School Psychologists.
17. Goldiamond, I., &, Dyrud, I. E., (1966). Some applications and implications of behavior analysis for psychotherapy. In, J. Schlein, (Ed.), Research in psychotherapy (Vol. 3, pp. 54-89). Washington, DC: American Psychological Association.
18. Heward, W. L., (1994). Three "low-tech" strategies for increasing the frequency of active student response during group instruction. In, R. Gardner, III, D. M. Sainato, J. O. Cooper, T. E. Heron, W. L. Heward, J. W. Eshleman, &, T. A. Grossi, (Eds.), Behavior analysis in education: Focus on measurably superior instruction (pp. 283-320). Pacific Grove, CA: Brooks/Cole.
19. MacQuarrie, L., Tucker, J., Burns, M., &, Hartman, B., (2002). Comparison of retention rates using traditional, drill sandwich, and incremental rehearsal flash card methods. School Psychology Review, 31, 584-595.
20. Mayfield, K. H., &, Vollmer, T. R., (2007). Teaching math skills to at-risk students using home-based peer tutoring. Journal of Applied Behavior Analysis, 40, 223-237.
21. Munro, D. W., &, Stephenson, J., (2009). The effects of response cards on student and teacher behavior during vocabulary instruction. Journal of Applied Behavior Analysis, 42, 795-800.
22. National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, DC: National Institute for Literacy.
23. Neef, N. A., Iwata, B. A., &, Page, T. J., (1977). The effects of known-item interspersal on acquisition and retention of spelling and sight reading words. Journal of Applied Behavior Analysis, 10, 738.
24. Neef, N., Iwata, B., &, Page, T., (1980). The effects of interspersal training versus high-density reinforcement on spelling acquisition and retention. Journal of Applied Behavior Analysis, 13, 153-158.
25. Nist, L., &, Joseph, L., (2008). Effectiveness and efficiency of flashcard drill instructional methods on urban first-graders word recognition, acquisition, maintenance, and generalization. School Psychology Review, 37, 264-308.
26. Roberts, M., &, Shapiro, E., (1996). Effects of instructional ratios on students' reading performance in a regular education program. Journal of School Psychology, 34, 73-91.
27. Roberts, M., Turco, T., &, Shapiro, E., (1991). Differential effects of fixed instructional ratios on students' progress in reading. Journal of Pscyhoeducational Assessment, 9, 308-318.
28. Shapiro, E. S., (2004). Academic skills problems: Direct assessment and intervention (3rd ed.). New York: Guilford.
29. Skinner, C., Belfiore, P., Mace, H., Williams-Wilson, S., &, Johns, G., (1997). Altering response topography to increase response efficiency and learning rates. School Psychology Quarterly, 12, 54-64.
30. Skinner, C. H., Fletcher, P. A., &, Henington, C., (1996). Increasing learning rates by increasing student response rates: A summary of research. School Psychology Quarterly, 11, 313-325.
31. Skinner, C. H., &, Shapiro, E. S., (1989). A comparison of taped-words and drill interventions on reading fluency in adolescents with behavior disorders. Education and Treatment of Children, 12, 123-133.
32. Szadokierski, I., &, Burns, M., (2008). Analogue evaluation of the effects of opportunities to respond and ratios of known items within drill rehearsal of Esperanto words. Journal of School Psychology, 46, 593-609.
33. Van Houten, R., &, Rolider, A., (1989). An analysis of several variables influencing the efficacy of flash card instruction. Journal of Applied Behavior Analysis, 22, 111-118.
34. Wolery, M., Bailey, D. B. Jr., &, Sugai, G. M., (1988). Effective teaching: Principles and procedures of applied behavior analysis with exceptional children. Boston: Allyn & Bacon.