Using direct instruction flashcards on the development and maintenance of word recognition skills for two elementary students with severe behavioral/emotional disorders
- Country : USA
- Subject : Special Education
Keywords : Direct Instruction (DI) Flashcards, Emotional and Behavioral Disorders, Word
Recognition, Elementary School, Multiple Baseline Design, Data-Based Decisions, Reading, Literacy
Abstract
The purpose of this study was to evaluate the method of Direction Instruction (DI) flashcards in increasing word recognition with elementary school students with Emotional and Behavior Disorders. The study wanted to replicate the use of DI flashcards to other settings and populations of students. Two participants were selected for the study. One was a fourth grade male, age 10 and the other was a fourth grade female, age 11. Both were receiving all school day services under the category of Emotional and Behavioral Disorders. The male participant also had been diagnosed with learning disabilities in reading and writing. The study was conducted in an elementary behavior intervention classroom. The behavior measured was number correct words read after being presented a flashcard. Data were also gathered from a pre- and posttest employing all 50 high use grade level words. The results showed mastery of all 50 words out of a total possible of 50 words for both participants. Suggestions for future classroom research were given.
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