The Effects of Direct Instruction Flashcards and Copy, Cover, Compare onSight Word Skills of Two Elementary Students in a Parochial School Setting: A Replication
- Authors
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Celia O’Flaherty
Author
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T. F. McLaughlin
Author
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K. Mark Derby
Author
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Diane Weber
Author
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- Keywords:
- Direct Instruction (DI) flashcards, Copy, Cover, and Compare (CCC), Sight Words, Private School Students, Elementary School Students, ABABAB Single Case Design, ACACACAC Single Case Design, Parochial School
- Abstract
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The purpose of this study was to implement and analyze Direct Instruction (DI)
flashcards and Copy, Cover, Compare (CCC) systems to teach sight word identification to two
2nd grade students who qualified for Washington state reading assistance programs. A multiple
baseline design was used across word sets with each student to evaluate the effectiveness of the
respective procedures. A functional relationship was demonstrated between the use of either
strategy for increasing the reading of sight words. The outcomes possibly indicated that DI
flashcards were a bit more effective way to teach sight words to low-level readers as compared to
CCC. However, this effect was small. Suggestions for future research using DI flashcards or
CCC were made. - Downloads
- Published
- 2016-01-04
- Issue
- Vol. 5 No. 1 (2016)
- Section
- Articles