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Abstract
For learners who need sight-word practice, including young students and struggling readers, digital flash cards may promote automatic word recognition when used as a supplemental activity to regular reading instruction. A novel use of common presentation software efficiently supports this practice strategy.
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Notes on contributors
Robin W. Erwin
Robin W. Erwin, Jr. is Associate Professor of Literacy Instruction and Chair of the Department of Professional Studies at Niagara University. His area of interest is empowering readers for reading independence. Email: [email protected]