title: Learning rates and known-to-unknown flash-card ratios: comparing effectiveness while holding instructional time constant.
abstract: Using alternating treatments designs, we compared learning rates across 2 computer-based flash-card interventions (3 min each): a traditional drill intervention with 15 unknown words and an interspersal intervention with 12 known words and 3 unknown words. Each student acquired more words under the traditional drill intervention. Discussion focuses on the need to account for instructional time when learning procedures are evaluated and compared.
authors.affiliation: University of Tennessee, Knoxville.
authors.forename: Bethany E
authors.initials: BE
authors.lastname: Forbes
authors.forename: Christopher H
authors.initials: CH
authors.lastname: Skinner
authors.forename: Michelle P
authors.initials: MP
authors.lastname: Black
authors.forename: Jared
authors.initials: J
authors.lastname: Yaw
authors.forename: Joshua
authors.initials: J
authors.lastname: Booher
authors.forename: Jean
authors.initials: J
authors.lastname: Delisle
mesh_terms: D001296:Audiovisual Aids; D002648:Child; D003194:Computer-Assisted Instruction; D004193:Discrimination Learning; D004495:Education of Persons with Intellectual Disabilities / Q000379:methods*; D006801:Humans; D007859:Learning Disabilities / Q000523:psychology / Q000628:therapy*; D008297:Male; D011214:Practice, Psychological; D011932:Reading; D012153:Retention, Psychology; D013663:Teaching / Q000379:methods*; D013997:Time Factors
keywords: computer-based instruction; interspersal procedures; sight reading; traditional drill