The purpose of the present research was to evaluate repeated reading and Direct Instruction (DI) flashcards. My participant was a fifth grade male student diagnosed with learning disabilities. He received special education services for reading, written communication and math. The dependent variable was the number of correct words read orally per minute. A multiple baseline design across three reading passages was employed. The overall results indicated that repeated reading with DI flashcards increased the participants reading fluency. The outcomes replicated previous research evaluating repeated reading and DI flashcards.
Comments
No have any comment !