Abstract
The purpose of this study was to implement and evaluate a Direct Instruction (DI)flashcard system to teach sight word acquisition to a 6th grade student with a documented Specific Learning Disability. A multiple baseline design was used across word setswith each student to evaluate the effectiveness of the flashcard procedures. A functional relationship was demonstrated between the use of the strategies and the reading of sight words for the participant. The study showed that DI flashcards are able to be an effective way to teach students with specific learning disabilities (SLP). Both staff and students enjoyed the intervention.
Highlights
Literacy is an important functional life skill[1,2]
During Direct Instruction (DI) flashcards, his mean increased to 5 words read correctly
The present research was able to document the success of DI flashcards with an elementary student with a specific learning disability
Summary
People who are shown to be at higher levels of literacy typically make more money throughout their life, have more job success, and are found to have higher levels of self-sufficiency than those at lower rates of literacy. People who are assessed at lower literacy rates are more likely not to have a full-time job, and are more likely to be recipients of food stamps[2]. With appropriate support and intervention, a child with a learning disability can succeed academically and be successful in life[6]. The important thing for parents and teachers to remember is that children with disabilities need to have their learning targeted toward their strengths and that knowledge of their weaknesses will allow for the better understandings of strategies that will be best suited for the child‟s learning needs[3]
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