A comparison of traditional drill and strategic incremental rehearsal flashcard methods to teach letter–sound correspondence.

Abstract

Poor reading skills during elementary school are linked to future school failure, significant reading difficulties during adulthood, crime, and early mortality. One predictor of poor reading skills is the failure to correctly emit letter sounds during preschool (NELP, 2008). The purpose of this study was to compare the effects of traditional drill and strategic incremental rehearsal flashcard methods on letter-sound correspondence with 5 preschool children. Mastery criterion for both intervention conditions was met in 7 of 8 evaluations, and no participant mastered the letter sets in the probe-only (control) condition. Participants mastered letter sounds in the traditional drill condition first for 4 evaluations and in the strategic incremental rehearsal condition first for 4 evaluations. For 5 of 6 evaluations in which follow-up data were collected, the number of correct responses remained relatively stable across weeks. Findings demonstrate the utility of flashcard methods to teach letter-sound correspondence to preschool children and suggest that flashcard interventions should be considered when class instruction is insufficient to teach essential early reading skills to young children.

Differential effectiveness, efficiency, and acceptability of drill‐based interventions targeting multiplication facts

“…These findings were consistent with L. Joseph et al's (2012) findings that TD and IR resulted in similar maintenance of rehearsed words (L. Joseph et al, 2012), but inconsistent with prior research suggesting that IR resulted in greater maintenance of math facts than TD (Burns & Sterling‐Turner, 2010; MacQuarrie et al, 2002; Nist & Joseph, 2008). Further, in prior research, SIR was shown to result in greater maintenance than IR (January et al, 2017; Kupzyk et al, 2011), and TD resulted in greater maintenance than SIR (Lozy & Donaldson, 2019). It is possible that differences in the time points at which maintenance was assessed may explain these inconsistencies across studies.…”

“…TD uses only unknown stimuli (Mulé et al, 2018), which results in less required instructional time to practice the multiplication facts. TD was also more efficient than SIR, whereas prior research suggested that SIR was more efficient than TD (Lozy & Donaldson, 2019). However, Lozy and Donaldson's (2019) definition of efficiency differed from most definitions in the efficiency literature because they examined the number of intervention sessions it took participants to meet mastery criteria.…”

“…TD was also more efficient than SIR, whereas prior research suggested that SIR was more efficient than TD (Lozy & Donaldson, 2019). However, Lozy and Donaldson's (2019) definition of efficiency differed from most definitions in the efficiency literature because they examined the number of intervention sessions it took participants to meet mastery criteria. In this study, SIR was more efficient than IR, which was consistent with previous research (January et al, 2017).…”

“…Further, in prior research, SIR was shown to result in greater maintenance than IR (January et al, 2017;Kupzyk et al, 2011), and TD resulted in greater maintenance than SIR (Lozy & Donaldson, 2019). It is possible that differences in the time points at which maintenance was assessed may explain these inconsistencies across studies.…”

Efficient Vocabulary Memory: Taking the Vocabulary Question Type of the Test for English Majors-Band 4 as an Example

“…They can design different learning cards based on their weaknesses and shortcomings, and regularly check their progress. Flashcards provide visual assistance to testers, making it easier for them to memorize vocabulary and definitions [10]. Testers can take out Flashcards anytime and anywhere to memorize vocabulary, which does not require any special equipment or environment and can be easily integrated into daily learning.…”