Vol. 1, Issue 2 (2016)
The effects of direct instruction flashcards to increase sight-word reading ability and cover, copy, and compare for spelling for a fifth grade student with specified learning disabilities
Author(s): Tina Rich, Weber KP, McLaughlin TF, Dana Sells-Love
Abstract: The purpose of this study was to evaluate the effects of Di flashcard s to increase the sight word reading ability and copy, cover, and compare (CCC) to increase the spelling accuracy of an 11- year-old fifth grade student with a specific learning disability. Her academic issues revolved around her ability to read text fluently and spelling difficulties grade spelling words that impacted her ability to write text. The study was conducted in a large urban school district in the Pacific Northwest. Data were gathered in a small classroom next to her resource classroom. Targeted site words were selected based on the participant’s site word pretest results. A Direct Instruction (DI) flashcard system was implemented after baseline for sight words. The effectiveness of this intervention was evaluated using a single-subject multiple baseline design across four sets of targeted site words. A clear functional relationship was shown between increase of site word reading and the implementation of the DI flashcard procedure. Increases in spelling accuracy was also found when CCC was employed.
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