Abstract
Variations of supplemental flashcard drill and practice instructional procedures (i.e., massed practice and interspersal presentation arrangements of words) were examined for six kindergartners who struggled making letter-sound correspondences. Findings revealed that the children demonstrated the highest learning rates when the presentation arrangement of flashcards required the children to make letter-sound correspondences in a word repeatedly (massed practice condition) before they were presented with a different word for which they were required to make letter-sound correspondences. Children maintained a higher rate of letter-sound correspondences that were taught under the massed practice condition. Implications for practice, limitations, and future directions are discussed.
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