A Preliminary Study on Sight Word Flash Card Drill: Does it Impact Reading Fluency?
Sharla N. Fasko & Daniel Fasko, Jr.
Abstract
The purpose of the study was to assess the effectiveness of a tutoring intervention for sight word acquisition and to examine whether progress was matched by improvement in oral reading fluency. Three primary students were selected based upon teachers’ referral for poor reading fluency. Flashcards were used to assess accuracy of recognition of vocabulary words listed in each student’s current and previous reading books. Number of words correctly identified was recorded for each child. In addition, reading rate in the form of correct words and errors per minute was also assessed. Reading passages for evaluating rate were chosen randomly from each student's current reading book. A single-case A-B design was used. Both sight word recognition and reading fluency were assessed one to two times weekly for each student throughout the study. Analysis indicated all three students improved slightly in rate of sight-word acquisition during treatment; interestingly, oral reading fluency did improve markedly for all students.
Read or Download Instructions
To Read this Article - Left Click Here (login required)
To Download this Article - Right Click Here (login required)
(choose "save", "save target as" or "save as")To Download the Entire Winter 2010 Issue of JAASEP - Right Click Here (login required)
(choose "save", "save target as" or "save as")