A COMPARISON OF TWO FLASH-CARD METHODS FOR IMPROVING SIGHT-WORD READING

作者：Kupzyk Sara; Daly Edward J III^*; Andersen Melissa N

来源：Journal of Applied Behavior Analysis, 2011, 44(4): 781-792.

DOI：10.1901/jaba.2011.44-781

• discrimination training
• incremental rehearsal
• modeling
• prompt delay
• sight words
• stimulus control

Flash cards have been shown to be useful for teaching sight-word reading. To date, the most effective flash-card instruction method is incremental rehearsal (IR). This method involves the instructor interspersing unknown stimulus items into the presentation of known stimulus items. In this study, we compared IR to a modified IR procedure-strategic incremental rehearsal (SIR)-to determine whether the effects of IR might be improved by incorporating variables likely to increase word acquisition. These included increased opportunities to respond to unknown stimuli, using learner responding as a basis for changing instructional items, and systematic prompting methods. An A-B-A-B design was used to compare the effects of IR and SIR for increasing sight-word reading with 4 elementary school students. Results indicated that students read more words correctly with SIR than with IR. In addition, similar patterns of responding were seen at a 2-week follow-up.

• 出版日期2011
• 单位南宁师范大学