THE EFFECTS OF DIRECT INSTRUCTION ON READING FIRST GRADE HIGH FREQUENCY SIGHT WORDS WITH A STUDENT WITH SEVERE BEHAVIOR DISORDERS
Journal Title: Educational Research International - Year 2013, Vol 2, Issue 1
Abstract
Sight word recognition is crucial for reading success at any grade level. The purpose of this study was to determine the effectiveness ofDI flashcards procedure on the correct responses to first grade high frequency sight words. The participant was an elementary student in a special education self-contained Behavior Intervention classroom. A multiple baseline design across two sets was utilized for the study. The success of the procedures led to the continuation of the intervention. The participant enjoyed the procedures and improved his sight word recognition skill over his baseline performance.
Authors and Affiliations
Laura Kroll, T. F. McLaughlin, Jennifer Neyman, Kathy Johnson, Kevin Beiers
Keywords
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