A Comparison of Two Flash-Card Methods for Improving Sight-Word Reading

Abstract

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.

Examining the Use of Spacing Effect to Increase the Efficiency of Incremental Rehearsal

“…IR has been called “the most effective flashcard instruction method” (Kupzyk, Daly, & Andersen, , p. 781) based on considerable research evidence that IR improved acquisition and retention of new items more than other approaches. However, IR was criticized for relative inefficiency because of the increased administration times compared with other drill procedures (Skinner, ).…”

Examination of a Regressive Prompt-Delay Procedure for Improving Sight-Word Reading

“…Prompting strategies have been shown to improve a variety of academic skills, including math (Everett and Edwards 2007), writing (Park et al 2007;Pennington et al 2012), and reading (Browder et al 2006;Kupzyk et al 2011;Moseley and Poole 2001). Such methods are particularly appropriate for sight-word learning because sight words have unusual grapheme-phoneme correspondences that are not amenable to the types of decoding rules taught in phonics instruction.…”

“…For example, a 0-s delay between the natural cue and the prompt has been called a modeling prompt (Kupzyk et al 2011) or a simultaneous prompt (Parrott et al 2000). Using a 0-s delay may be particularly useful in the initial stages of instruction when the probability of a correct response without a controlling prompt of some type is quite low.…”

Use of brief experimental analysis to identify early literacy interventions in students with letter-sound correspondence deficits

“…While the importance of letter-sound correspondence is evident, there is an apparent gap in the research as few discrete interventions or instructional components can be identified to aid in the specific teaching of letter-sound correspondence. Incremental rehearsal is one intervention that has been identified as a discrete intervention that can be used to increase knowledge of letter-sound correspondence (DuBois, Volpe, Hemphill, 2014;Kupzyk, Daly, & Andersen, 2011;Peterson et al, 2014;Volpe et al, 2011).…”

“…Several studies have highlighted IR as an effective method to teach letter-sound correspondence to early elementary students (DuBois et al, 2014;Peterson et al, 2014;Volpe et al, 2011). While IR has demonstrated effectiveness with letter-sound correspondence, Kupzyk et al (2011) suggested that small changes in IR procedures could bolster the already present impact. Kupzyk and colleagues (2011) created a modified version of IR, called Systematic Incremental Rehearsal (SIR) in which only unknown content was used and the addition of content was based on student responses rather than a prescribed sequence.…”