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Examining Instructional Efficiency among Flashcard Drill and Practice Methods with a Sample of First Grade Students

Eveleigh, Elisha Lynn
http://rave.ohiolink.edu/etdc/view?acc_num=osu1274980972

Abstract Details

2010, Doctor of Philosophy, Ohio State University, ED Physical Activities and Educational Services.
A significant number of children in the United States have difficulty learning basic reading skills. The majority of children referred to school psychologists are referred for reading concerns. Unfortunately, the gap between good and poor readers widens over time as more advanced reading skills are built upon basic reading skills. Children with reading difficulties need to be identified early and receive proper reading interventions in order to catch up with their peers. Due to factors such as curricular demands and large class sizes, teachers have limited time to implement academic interventions in the classroom. Interventions that are both effective and efficient allow teachers to provide the greatest amount of instruction within the least amount of time. Further research is needed to identify instructional techniques that are not only effective but are efficient for helping children achieve desired academic outcomes. The current study examined the instructional effectiveness and efficiency of two word reading interventions on the number of words read accurately and the learning rate of student participants. Specifically, an alternating treatments design was used to compare the effects of the traditional drill and practice technique (presenting only unknown words) and an incremental rehearsal technique (the interspersal of one unknown word between an increasing number of known words). This study extended previous research findings of the positive outcomes of the interventions by holding constant the amount of time allowed for each intervention as opposed to the number of trials provided for each unknown word. Retention, maintenance, generalization, and social validity were also assessed. Results indicated increased word reading for all five students who participated in the study. Specifically, traditional drill and practice was found to be most effective and efficient on measures of retention and maintenance. Incremental rehearsal was found to be most effective and efficient on a measure of word generalization. Slightly more students preferred the traditional drill and practice intervention. Social validity results indicated that both instructional techniques are a socially valid way to teach word reading skills to students who are behind their peers in reading.
Laurice Joseph, PhD (Advisor)
Nancy Neef, PhD (Committee Member)
Moira Konrad, PhD (Committee Member)
209 p.
Education; Educational Psychology; Psychology
Instructional Effectiveness; Instructional Efficiency: Traditional Drill and Practice; Incremental Rehearsal

Recommended Citations

Citations

  • Eveleigh, E. L. (2010). Examining Instructional Efficiency among Flashcard Drill and Practice Methods with a Sample of First Grade Students [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1274980972

    APA Style (7th edition)

  • Eveleigh, Elisha. Examining Instructional Efficiency among Flashcard Drill and Practice Methods with a Sample of First Grade Students. 2010. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1274980972.

    MLA Style (8th edition)

  • Eveleigh, Elisha. "Examining Instructional Efficiency among Flashcard Drill and Practice Methods with a Sample of First Grade Students." Doctoral dissertation, Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1274980972

    Chicago Manual of Style (17th edition)

osu1274980972
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This open access ETD is published by The Ohio State University and OhioLINK.