EMPLOYING DIRECT INSTRUCTION FLASHCARDS TO TEACH ACADEMICSKILLS TO STUDENTS WITH HIGH INCIDENCE DISABILITIES: A REVIEW

Abstract

This literature review was an examination of current and past research that utilized
the Direct Instruction (DI) flashcards procedure to teach academic skills to students with and
without disabilities. The studies discussed in the review include students diagnosed with Specific
Learning Disability (SLD), Emotional Behavior Disorder (EBD), and Developmental Delay
(DD). The age range of students was pre- kindergarten, elementary, middle, and high school.
The skill areas included mathematics (addition, multiplication, number identification) or literacy
(letter identification, sight words, spelling, letter names, letter sounds, colors, and shapes).
Various research studies found that direct instruction flashcards was a highly effective
intervention technique when academic skill deficits were seen in students with disabilities. Some
of the studies reviewed included a second direct instruction intervention, while other reviewed
studies just implemented DI flashcards. Research with differential, delayed, or little effects was
discussed. Areas for future research were also presented.