The Effects of Direct Instruction Flashcards on Sight Word Skills ofan Elementary Student with a Specific Learning Disability

Authors

  • Thomas Ford McLaughlin Department of Special Education, Gonzaga University, Spokane, WA 99258-0025 Author
  • Ande Seines Department of Special Education, Gonzaga University, Spokane, WA 99258-0025 Author
  • K. M. Derby Department of Special Education, Gonzaga University, Spokane, WA 99258-0025 Author
  • K. P. Weber Department of Special Education, Gonzaga University, Spokane, WA 99258-0025 Author

DOI:

https://doi.org/10.7439/ijasr.v1i3.1789

Keywords:

Specific Learning Disability,, DI flashcards, multiple baseline design, literacy, sight words, sight words, edTPA

Abstract

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. Multiple baseline designs were used across word sets with 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.

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Published

25-04-2015

Issue

Vol. 1 No. 3 (2015): IJASR

Section

Research Articles

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How to Cite

1.
McLaughlin TF, Seines A, Derby KM, Weber KP. The Effects of Direct Instruction Flashcards on Sight Word Skills ofan Elementary Student with a Specific Learning Disability. Int J of Adv in Sci Res [Internet]. 2015 Apr. 25 [cited 2026 Feb. 15];1(3):167-72. Available from: https://ssjournals.co.in/index.php/ijasr/article/view/1789
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