{"title":"Comparing the Efficacy of Virtual Implementation for Two Sight Word Flashcard Interventions","authors":"","doi":"10.1007/s10864-023-09541-5","DOIUrl":null,"url":null,"abstract":"<h3>Abstract</h3> <p>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.</p>","PeriodicalId":47391,"journal":{"name":"Journal of Behavioral Education","volume":"79 5 1","pages":""},"PeriodicalIF":1.2000,"publicationDate":"2024-01-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Behavioral Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s10864-023-09541-5","RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
引用次数: 0
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.
期刊介绍：
The Journal of Behavioral Education is an international forum dedicated to publishing original research papers on the application of behavioral principles and technology to education. Education is defined broadly and the journal places no restriction on the types of participants involved in the reported studies--including by age, ability, or setting. Each quarterly issue presents empirical research investigating best-practices and innovative methods to address a wide range of educational targets and issues pertaining to the needs of diverse learners and to implementation. The Journal of Behavioral Education is a peer-reviewed scholarly journal whose target audience is educational researchers and practitioners including general and special education teachers, school psychologists, and other school personnel. Rigorous experimental designs, including single-subject with replication and group designs are considered for publication. An emphasis is placed on direct observation measures of the primary dependent variable in studies of educational issues, problems, and practices. Discussion articles and critical reviews also are published.
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