Abstract
The purpose of this study was to assess effectiveness of the Direct Instruction (DI) flashcard system in improving the sight
word knowledge of three middle school boys with intellectual disabilities in a designed instruction classroom setting. Each
participant was presented with three sets of 20 sight words and a multiple baseline, single-subject design was used to measure
student progress. In addition, a passage reading probe was used to assess the ability of participants to utilize sight word
knowledge within passage context. Overall results indicated a large increase in isolated sight word knowledge for all three
participants following the implementation of DI Flashcard instruction. In addition, the passage reading data indicated a decreased
likelihood that participants would inaccurately read their individual sight words in passage context. The issues related to
employing flashcards in literacy instruction were discussed.
word knowledge of three middle school boys with intellectual disabilities in a designed instruction classroom setting. Each
participant was presented with three sets of 20 sight words and a multiple baseline, single-subject design was used to measure
student progress. In addition, a passage reading probe was used to assess the ability of participants to utilize sight word
knowledge within passage context. Overall results indicated a large increase in isolated sight word knowledge for all three
participants following the implementation of DI Flashcard instruction. In addition, the passage reading data indicated a decreased
likelihood that participants would inaccurately read their individual sight words in passage context. The issues related to
employing flashcards in literacy instruction were discussed.
- Content Type Journal Article
- DOI 10.1007/s10882-010-9220-2
- Authors
- Kellen Ruwe, Department of Special Education, Gonzaga University, Spokane, WA USA
- T. F. McLaughlin, Department of Special Education, Gonzaga University, Spokane, WA USA
- K. Mark Derby, Department of Special Education, Gonzaga University, Spokane, WA USA
- Jessica Johnson, Spokane Public Schools, Spokane, WA USA
- Journal Journal of Developmental and Physical Disabilities
- Online ISSN 1573-3580
- Print ISSN 1056-263X