Flash Card Error Drill, Previewing and Praise for See to Say Sight Words With a Young Student With Mild Mental Retardation
By Gerding, Heidi; McLaughlin, T.F.; International Journal of Special Education, Vol. 18, No. 1Publication Date: 2003
Study conducted to evaluate the effectiveness of see-to-say sight-word flash cards in developing the oral reading skills of children with learning disabilities. One seven-year-old male student with mental retardation participated in the study. The study’s baseline consisted of calculating his correct and error rates, as a set of 20 words were presented via flash cards. The researcher recorded each correct response and each error from a one-minute time sample at the end of each session. The participant was then provided with ten words from the list. First, all ten words were presented to the participant. Then, the researcher presented each word on a flash card, and asked the participant to identify it orally. An error correction phase is discussed, and was employed for each missed word. The study outcomes indicated an increase in correct responses and a decrease in errors. The potential benefits of this system for teachers and students with mental retardation and learning disabilities are discussed.
Published by: International Journal of Special Education (Website:http://www.internationalsped.com)
Link to text: http://www.internationalsped.com/documents/Heidi's__Paper_IJSE(6).doc
