The effects of direct instruction flashcards to increase number recognition for a five-year-old general education ell student
- Author Mackenzie Lapke
- Co-Author T. F. McLaughlin
- DOI
- Country : USA
- Subject : Education
Keywords : General Education Student, DI Flashcards, Number Recognition, Kindergarten, Very Effective Effect Sizes Multiple Baseline Design, Non-Overlapping Data Points (NDP)
Abstract
The purpose of this study was to determine the effectiveness of DI flashcards on the number identification for an English Language Learner (ELL) in a general education kindergarten classroom. A single subject multiple baseline across different sets of numbers was used for this study. By the end of this study, our participant showed mastery of correctly identifying all numbers zero through 31 in random order. Additionally, the student’s self confidence in math grew as a result of his increased skills in number recognition. Our procedure was cost effective and required little time for both the first author and the participant.
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