Sight-Word Practice in a Flash!

References

• Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28(2), 117–148.
   Web of Science ®Google Scholar
• Binder, C. (1996). Behavioral fluency: Evolution of a new paradigm. The Behavior Analyst, 19(2), 163–197.
   PubMed Web of Science ®Google Scholar
• Bormuth, J. R., & Aker, C. C. (1961). Is the tachistoscope a worthwhile teaching tool? The Reading Teacher, 14(3), 172–176.
   Web of Science ®Google Scholar
• Chall, J. S. (1996). Learning to read: The great debate (3rd ed.). Ft. Worth, TX: Harcourt Brace College.
   Google Scholar
• Dolch, E. W. (1936). A basic sight vocabulary. The Elementary School Journal, 36(6), 456–460.
   Web of Science ®Google Scholar
• Falk, M., Band, M., & McLaughlin, T. F. (2003). The effects of reading racetracks and flashcards on sight word vocabulary of three third grade students with a specific learning disability: A further replication and analysis. International Journal of Special Education, 18(2), 51–57.
   Google Scholar
• Fleisher, L. S., Jenkins, J. R., & Pany, D. (1979). Effects on poor readers' comprehension of training in rapid decoding. Reading Research Quarterly, 15(1), 30–48.
   Web of Science ®Google Scholar
• Godnig, E. C. (2003). The tachistoscope: Its history & uses. Journal of Behavioral Optometry, 14(2), 39–42.
   Google Scholar
• Green, T., & Bailey, B. (2010). Digital flashcard tools. TechTrends, 54(4), 16–18.
   Google Scholar
• Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from first through fourth grades. Journal of Educational Psychology, 80(4), 437–447.
   Web of Science ®Google Scholar
• Kuhn, M. R., & Stahl, S. A. (2003). Fluency: A review of developmental and remedial practices. Journal of Educational Psychology, 95(1), 3–21.
   Web of Science ®Google Scholar
• Kupzyk, S., Daly, E. J., & Andersen, M. N. (2011). A comparison of two flash-card methods for improving sight-word reading. Journal of Applied Behavior Analysis, 44(4), 781–792.
   PubMed Web of Science ®Google Scholar
• LaBerge, D., & Samuels, S. J. (1974). Toward a theory of automatic information processing in reading. Cognitive Psychology, 6(2), 293–323.
   Web of Science ®Google Scholar
• Nist, L., & Joseph, L. M. (2008). Effectiveness and efficiency of flashcard drill instructional methods on urban first-graders' word recognition, acquisition, maintenance, and generalization. School Psychology Review, 37(3), 294–308.
   Web of Science ®Google Scholar
• Palmatier, R. A. (1971, April). Machines in the reading program: What are their roles? Paper presented at the meeting of the International Reading Association, Atlantic City, NJ.
   Google Scholar
• Parette, H. P., Blum, C., Boeckmann, N. M., & Watts, E. H. (2009). Teaching word recognition to young children who are at risk using Microsoft® PowerPoint™ coupled with direct instruction. Early Childhood Education Journal, 36(5), 393–401.
   Google Scholar
• Rinaldi, L., Sells, D., & McLaughlin, T. F. (1997). The effects of reading racetracks on the sight word acquisition and fluency of elementary students. Journal of Behavioral Education, 7(2), 219–233.
   Google Scholar
• Rupley, W. H., Blair, T. R., & Nichols, W. D. (2009). Effective reading instruction for struggling readers: The role of direct/explicit teaching. Reading & Writing Quarterly: Overcoming Learning Difficulties, 25(2–3), 125–138.
   Google Scholar
• Schwanenflugel, P. J., Meisinger, E. B., Wisenbaker, J. M., Kuhn, M. R., Strauss, G. P., & Morris, R. D. (2006). Becoming a fluent and automatic reader in the early elementary school years. Reading Research Quarterly, 41(4), 496–522.
   PubMed Web of Science ®Google Scholar
• Smith, H. P., & Tate, T. R. (1953). Improvements in reading rate and comprehension of subjects training with the tachistoscope. Journal of Educational Psychology, 44(3), 176–184.
   Google Scholar
• Stahl, S. A., Kuhn, M. R., & Pickle, J. M. (2006). An educational model of assessment and targeted instruction for children with reading problems. In K. A. D. Stahl & M. C. McKenna (Eds.), Reading research at work: Foundations of effective practice (pp. 373–393). New York, NY: Guilford Press.
   Google Scholar
• Volpe, R. J., Mulé, C. M., Briesch, A. M., Joseph, L. M., & Burns, M. K. (2011). A comparison of two flashcard drill methods targeting word recognition. Journal of Behavioral Education, 20(2), 117–137.
   Google Scholar
• Williams, C., & Lundstrom, R. P. (2007). Strategy instruction during word study and interactive writing activities. The Reading Teacher, 61(3), 204–212.
   Web of Science ®Google Scholar