Comparing the Efficacy of Virtual Implementation for Two Sight Word Flashcard Interventions
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| Title: | Comparing the Efficacy of Virtual Implementation for Two Sight Word Flashcard Interventions |
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| Language: | English |
| Authors: | Jessica T. Blake (ORCID |
| Source: | Journal of Behavioral Education. 2025 34(3):654-672. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Grade 1 Primary Education |
| Descriptors: | Visual Aids, Technology Uses in Education, Grade 1, Reading Difficulties, Video Technology, Instructional Effectiveness, Reading Instruction, Sight Vocabulary |
| DOI: | 10.1007/s10864-023-09541-5 |
| ISSN: | 1053-0819 1573-3513 |
| Abstract: | Flashcard interventions are commonly used to increase sight-word acquisition and reading ability among students. However, most research on flashcard interventions is implemented in person and not using virtual instruction. The current study compared two flash card interventions, incremental rehearsal (IR) and strategic incremental rehearsal (SIR), on sight-word acquisition when administered via Zoom® video sharing technology. Participants included four struggling readers in first grade. An adapted alternating treatments single-case design exposed participants to the IR, SIR, and a control condition for 10 sessions with the interventionist providing all sessions via Zoom®. Findings indicated all participants learned more words with IR and SIR than in the control condition. However, SIR resulted in more gains in sight-word acquisition compared to IR for all participants. Implications for implementing individualized interventions via virtual modalities are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1489588 |
| Database: | ERIC |
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| Abstract: | Flashcard interventions are commonly used to increase sight-word acquisition and reading ability among students. However, most research on flashcard interventions is implemented in person and not using virtual instruction. The current study compared two flash card interventions, incremental rehearsal (IR) and strategic incremental rehearsal (SIR), on sight-word acquisition when administered via Zoom® video sharing technology. Participants included four struggling readers in first grade. An adapted alternating treatments single-case design exposed participants to the IR, SIR, and a control condition for 10 sessions with the interventionist providing all sessions via Zoom®. Findings indicated all participants learned more words with IR and SIR than in the control condition. However, SIR resulted in more gains in sight-word acquisition compared to IR for all participants. Implications for implementing individualized interventions via virtual modalities are discussed. |
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| ISSN: | 1053-0819 1573-3513 |
| DOI: | 10.1007/s10864-023-09541-5 |
