ERIC Number: EJ1056984
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Reference Count: 38
Supplemental Flashcard Drill Methods for Efficiently Helping At-Risk Kindergartners Make Letter-Sound Correspondences: Does Presentation Arrangement of Words Matter?
Griffin, Crystal; Joseph, Laurice M.
Reading Psychology, v36 n5 p421-444 2015
Variations of supplemental flashcard drill and practice instructional procedures (i.e., massed practice and interspersal presentation arrangements of words) were examined for six kindergartners who struggled making letter-sound correspondences. Findings revealed that the children demonstrated the highest learning rates when the presentation arrangement of flashcards required the children to make letter-sound correspondences in a word repeatedly (massed practice condition) before they were presented with a different word for which they were required to make letter-sound correspondences. Children maintained a higher rate of letter-sound correspondences that were taught under the massed practice condition. Implications for practice, limitations, and future directions are discussed.
Descriptors: Instructional Materials, Visual Aids, Drills (Practice), Teaching Methods, Kindergarten, Reading Instruction, Phoneme Grapheme Correspondence, Reading Skills, Decoding (Reading), Urban Schools, Comparative Analysis, Maintenance, Instructional Effectiveness
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Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)