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ERIC Number: EJ985398
Record Type: Journal
Publication Date: 2012
Pages: 21
Abstractor: As Provided
ISSN: ISSN-1537-7903
Comparison of the Efficiency of Two Flashcard Drill Methods on Children's Reading Performance
Joseph, Laurice; Eveleigh, Elisha; Konrad, Moira; Neef, Nancy; Volpe, Robert
Journal of Applied School Psychology, v28 n4 p317-337 2012
The purpose of this study was to extend prior flashcard drill and practice research by holding instructional time constant and allowing learning trials to vary. Specifically, the authors aimed to determine whether an incremental rehearsal method or a traditional drill and practice method was most efficient in helping 5 first-grade children read, maintain, and generalize words when time allocated for each instructional method was controlled. Findings revealed that all 5 participants learned more words per session with the traditional drill and practice method. However, a higher percentage of words that were taught under the incremental rehearsal condition were generalized when they were presented in the context of sentences. These findings have implications for school psychologists and educators who play a role in deciding what academic interventions will be used to maximize student learning in the classroom. (Contains 2 figures and 1 table.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A