Supplemental Flashcard Drill Methods for Efficiently Helping At-Risk Kindergartners Make Letter-Sound Correspondences: Does Presentation Arrangement of Words Matter?

References

• Adams, M. (1990). Beginning to read. Cambridge, MA: MIT Press.
   Google Scholar
• Benjamin, A.S., & Bird, R.D. (2006). Metacognitive control of the spacing of study repetitions. Journal of Memory and Language, 55, 126–137.
   Web of Science ®Google Scholar
• Bird, S. (2010). Effects of distributed practice on the acquisition of second language English syntax. Applied Psycholinguistics, 32, 635–650.
   Web of Science ®Google Scholar
• Browder, D.M., & Shear, S.M. (1996). Interspersal of known items in a treatment package to teach sight words to students with behavior disorders. Journal of Special Education, 29, 400–413.
   Web of Science ®Google Scholar
• Bunn, R., Burns, M.K., Hoffman, H.H., & Newman, C.L. (2005). Using incremental rehearsal to teach letter identification with a preschool-aged child. Journal of Evidence Based Practice for Schools, 6, 124–134.
   Google Scholar
• Burns, M.K., Dean, V.J., & Foley, S. (2004). Preteaching unknown key words with incremental rehearsal to improve reading fluency and comprehension with children identified as reading disabled. Journal of School Psychology, 42, 303–314.
   Web of Science ®Google Scholar
• Cardoso-Martins, C. (2001). The reading abilities of beginning readers of Brazilian Portuguese: Implications for a theory of reading acquisition. Scientific Studies of Reading, 5, 289–317.
   Google Scholar
• Casey, S. (2008). Comparison of within-and-across session progressive time delay procedures for teaching sight words to individuals with cognitive delays. The Behavior Analyst Today, 9, 162–171.
   Google Scholar
• Cates, G.L., Skinner, C.H., Watson, T.S., Meadows, T.J., Weaver, A., & Jackson, B. (2003). Instructional effectiveness and instructional efficiency as considerations for data-based decision making: An evaluation of interspersing procedures. School Psychology Review, 32, 601–616.
   Web of Science ®Google Scholar
• Cooke, N.L., Guzaukas, R., Pressley, L.S., & Kerr, K. (1993). Effects of using a ratio of new items to review items during drill and practice. Three experiments. Education and Treatment of Children, 16, 213–234.
   Google Scholar
• Coyne, M.D., Kame’enui, E.J., Simmons, D.C., & Harn, B.A. (2004) Beginning reading intervention as inoculation or insulin: First-grade reading performance of strong responders to kindergarten intervention. Journal of Learning Disabilities, 37, 90–104.
   PubMed Web of Science ®Google Scholar
• Fillingham, J.K., Hodgson, C., Sage, K., & Ralph, M.A. (2003). The application of errorless learning to aphasic disorders: A review of theory and practice. Neuropsychological Rehabilitation, 13, 337–363.
   PubMed Web of Science ®Google Scholar
• Ganske, K. (2008). Mindful of words: Spelling and vocabulary explorations. New York: Guildford Press.
   Google Scholar
• Good, R.H., & Kaminski, R.A. (Eds.) (2002). Dynamic Indicators of Basic Early Literacy Skills (6th ed.). Eugene, OR: Institute for the Development of Educational Achievement.
   Google Scholar
• Hatcher, P.J., Hulme, C., & Snowling, M. (2004). Explicit phoneme training combined with phonic reading instruction helps young children at risk of reading failure. Journal of Child Psychology and Psychiatry, 45, 338–358.
   PubMed Web of Science ®Google Scholar
• Heward, W.L. (2003). Ten faulty notions about teaching and learning that hinder the effectiveness of special education. Journal of Special Education, 36, 186–205.
   Web of Science ®Google Scholar
• Joseph, L.M., Eveleigh, E., Konrad, M., Neef, N., & Volpe, R. (2012). Comparison of the efficiency of two flashcard drill methods on children's reading performance. Journal of Applied School Psychology, 28, 317–337.
   Google Scholar
• Joseph, L.M., & Nist, L.M. (2006). Comparing the effects of unknown-known ratios on word reading learning versus learning rates. Journal of Behavioral Education, 15, 69–79.
   Google Scholar
• Kennedy, C.H. (2005). Single-case experimental design for educational research. Boston, MA: Pearson.
   Google Scholar
• Konrad, M., Helf, S., & Joseph, L.M. (2011). Evidence-based instruction is not enough: Strategies for increasing instructional efficiency. Intervention in School and Clinic, 47, 67–74.
   Web of Science ®Google Scholar
• MacQuarrie, L.L, Tucker, J.A., Burns, M.K., & Hartman, B. (2002). Comparison of retention rates using traditional, drill sandwich, and incremental rehearsal flash card methods. School Psychology Review, 31, 584–595.
   Web of Science ®Google Scholar
• Matchett, D.L., & Burns, M.K. (2009). Increasing word recognition fluency with an English language learner. Journal of Evidence Based Practices in Schools, 10, 194–209.
   Google Scholar
• McCormick, S. (1999). Instructing students who have literacy problems (3rd ed.). Englewood Cliffs, NJ: Prentice-Hall.
   Google Scholar
• National Assessment of Educational Progress. (2011). The nation's report card: Reading 2011. Washington, DC: National Center for Education Statistics.
   Google Scholar
• Neef, N.A., Iwata, B.A., & Page, T.I. (1977). The effects of known item interspersal on acquisition and retention of spelling and sight-reading words. Journal of Applied Behavior Analysis, 10, 738.
   Web of Science ®Google Scholar
• Neef, N.A., Iwata, B.A., & Page, T.I. (1980). The effects of interspersal training versus high-density reinforcement on spelling acquisition and retention. Journal of Applied Behavior Analysis, 13, 153–158.
   PubMed 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, 294–308.
   Web of Science ®Google Scholar
• Schmidgall, M., & Joseph, L.M. (2007). Comparison of phonic analysis and whole word-reading on first graders’ cumulative words read and cumulative reading rate: An extension in examining instructional effectiveness and efficiency. Psychology in the Schools, 44, 319–332.
   Web of Science ®Google Scholar
• Skinner, C.H. (2002). An empirical analysis of interspersal research: Evidence, implications, and applications of the discrete task completion hypothesis. Journal of School Psychology, 40, 347–368.
   Web of Science ®Google Scholar
• Skinner, C.H. (2008). Theoretical and applied implications of precisely measuring learning rates. School Psychology Review, 37, 309–314.
   Web of Science ®Google Scholar
• Smith, S.L.A. Scott, K.A., Roberts, J., & Locke, J. (2008). Disabled readers’ performance on tasks of phonological processing, rapid naming, and letter knowledge before and after kindergarten. Learning Disabilities Research & Practice, 23, 113–124.
   Google Scholar
• Son, L.K. (2004). Spacing one's study: Evidence for a metacognitive control strategy. Journal of Experimental Psychology, Learning, Memory, & Cognition, 30, 601–604.
   PubMed Web of Science ®Google Scholar
• Sullivan, M., Konrad, M., Joseph, L.M., & Luu, K.C. (2013). A comparison of two sight word reading fluency drill formats. Preventing School Failure, 57, 102–110.
   Google Scholar
• Tan, A., & Nicholson, T. (1997). Flashcards revisited: Training poor readers to read words faster improves their comprehension of text. Journal of Educational Psychology, 59, 276–288.
   Web of Science ®Google Scholar
• Tucker, J.A. (1988). Basic flashcard technique when vocabulary is the goal (Unpublished teaching material). University of Tennessee at Chattanooga, Chattanooga, TN.
   Google Scholar
• Toppino, T.C., Cohen, M.S., Davis, M.L., & Moors, A.C. (2009). Metacognitive control over the distribution of practice: When is spacing preferred? Journal of Experimental Psychology, Learning, Memory, and Cognition, 35, 1352–1358.
   PubMed Web of Science ®Google Scholar
• Vellutino, F.R., Scanlon, D.M., & Lyon, G.R. (2000). Differentiating between difficult to remediate and readily remediated poor readers: More evidence against the IQ-achievement discrepancy definition of reading disability. Journal of Learning Disabilities, 33, 223–238.
   PubMed Web of Science ®Google Scholar
• Volpe, R.J., Burns, M.K., DuBois, M., & Zaslofsky, A.F. (2011). Computer-assisted tutoring: Teaching letter sounds to kindergarten students using incremental rehearsal. Psychology in the Schools, 48, 332–342.
   Web of Science ®Google Scholar