The Effects of Reading Racetracks and Flashcards on Sight Word Vocabulary of Three Third Grade Students With a Specific Learning Disability: A Further Replication and AnalysisBy Falk, Mercedes; Band, Margaret; McLaughlin, T.F.; International Journal of Special Education, Vol. 18, No. 2
Publication Date: 2003
Study conducted to evaluate the use of reading racetracks and flashcards to improve student sight word vocabulary. Three nine-year old males who were diagnosed with learning disabilities participated in the study, which was conducted in an elementary school in the Pacific Northwest of the United States. The participants were asked to read unfamiliar words as presented on flashcards for a one-minute period. During the first session, the students read the flashcards without first performing reading racetracks, which are used to measure the number of words read correctly in a specified time frame. During the second session, the participants read a new set of words, again without performing a reading racetrack. During the intervention phase, the students performed a reading racetrack for a one-minute period as well as an error drill on missed words. Immediately after, the participants read the same flashcards as were read for the baseline phase, while correct and incorrect responses were measured. This procedure was followed for a second intervention. The results indicated that the reading racetracks were effective in increasing the participants’ sight word vocabulary. Implications for future research are discussed.
Published by: International Journal of Special Education (Website:http://www.internationalsped.com)
Link to text: http://www.internationalsped.com/documents/(6)Falk%20and%20McLaughlin.DOC