A comparison of two flash-card methods for improving sight-word reading.
Flash cards have been shown to be useful for teaching sight-word reading. To date, the most effective flash-card instruction method is incremental rehearsal (IR). This method involves the instructor interspersing unknown stimulus items into the presentation of known stimulus items. In this study, we compared IR to a modified IR procedure-strategic incremental rehearsal (SIR)-to determine whether the effects of IR might be improved by incorporating variables likely to increase word acquisition. These included increased opportunities to respond to unknown stimuli, using learner responding as a basis for changing instructional items, and systematic prompting methods. An A-B-A-B design was used to compare the effects of IR and SIR for increasing sight-word reading with 4 elementary school students. Results indicated that students read more words correctly with SIR than with IR. In addition, similar patterns of responding were seen at a 2-week follow-up.
University of Nebraska–Lincoln, Lincoln, Nebraska 68588, USA.
Sara
S
Kupzyk
Edward J
EJ
Daly
Melissa N
MN
Andersen
D002648:Child; D004193:Discrimination Learning; D005260:Female; D006801:Humans; D008297:Male; D010775:Photic Stimulation; D011214:Practice, Psychological; D011932:Reading