Aspiranti, K. B., & Hilton-Prillhart, A. (2023). The effect of a tablet-mediated flashcard intervention on the acquisition and maintenance of sight-word phrases. School Psychology Review, 52(1), 30–37. https://doi.org/10.1080/2372966X.2020.1865777
Algozzine, B., Marr, M. B., Kavel, R. L., & Dugan, K. K. (2009). Using peer coaches to build oral reading fluency. Journal of Education for Students Placed at Risk, 14(3), 256–270. https://doi.org/10.1080/10824660903375735
Barwasser, A., Nobel, K., & Grünke, M. (2022). Peer-reading racetracks for word reading of low-achieving graduating students with learning disabilities and behavioral problems. British Journal of Special Education, 49(2), 276–298. https://doi.org/10.1111/1467-8578.12407
Blake, J. T., Aspiranti, K. B., & Coleman, D. N. (2024). Comparing the effectiveness of virtual implementation for two sight word flashcard interventions. Journal of Behavioral Education. Advance online publication. https://doi.org/10.1007/s10864-023-09541-5
Bowman-Perrott, L., Davis, H., Vannest, K., Williams, L., Greenwood, C., & Parker, R. (2013). Academic benefits of peer tutoring: A meta-analytic review of single case research. School Psychology Review, 42, 39–56.
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(4), 303–314. https://doi.org/10.1016/j.jsp.2004.04.003
Dolch, E. W. (1936). A basic sight vocabulary. The Elementary School Journal, 36, 456–60. https://doi.org/10.1086/457353
Dufrene, B. A., Reisener, C. D., Olmi, D. J., Zoder-Martell, K., McNutt, M. R., & Horn, D. R. (2010). Peer tutoring for reading fluency as a feasible and effective alternative in response to intervention systems. Journal of Behavioral Education, 19(3), 239–256. https://doi.org/10.1007/s10864-010-9111-8
Ehri, L. C. (2005). Learning to read words: Theory, findings, and issues. Scientific Studies of Reading, 9(2), 167–188. https://doi.org/10.1207/s1532799xssr0902_4
Ehri, L. C. (2014). Orthographic mapping in the acquisition of sight word reading, spelling memory, and vocabulary learning. Scientific Studies of Reading, 18(1), 5–21.
Fasko, S. N., & Fasko, D., Jr. (2010, Winter). A preliminary study on sight word flash card drill: Does it impact reading fluency? Journal of the American Academy of Special Education Professionals, 61–69.
Fry, E. (1980). The new instant word list. The Reading Teacher, 34(3), 284–289.
Greenwood, C. R., Dinwiddie, G., Terry, B., Wade, L., Stanley, S. O., Thibadeau, S., & Delquadri, J. C. (1984). Teacher-versus peer-mediated instruction: An ecobehavioral analysis of achievement outcomes. Journal of Applied Behavior Analysis, 17(4), 521–538. https://doi.org/10.1901/jaba.1984.17-521
Article PubMed PubMed Central Google Scholar
Leary, H., Walker, A., Shelton, B. E., & Harrison Fitt, H. (2015). Exploring the relationships between tutor background, tutor training, and student learning: A problem-based learning meta-analysis. Interdisciplinary Journal of Problem-Based Learning, 7(1). https://doi.org/10.7771/1541-5015.1331
Hofstadter-Duke, K. L., Daly, E. J., & III. (2011). Improving oral reading fluency with peer-mediated intervention. Journal of Applied Behavior Analysis, 44(3), 641–646. https://doi.org/10.1901/jaba.2011.44-641
Article PubMed PubMed Central Google Scholar
January, S. A. A., Lovelace, M. E., Foster, T. E., & Ardoin, S. P. (2017). A comparison of two flashcard interventions for teaching sight words to early readers. Journal of Behavioral Education, 26(2), 151–168. https://doi.org/10.1007/s10864-016-9263-2
Juel, C. (1988). Learning to read and write: A longitudinal study of children in first and second grade. Journal of Educational Psychology, 80(4), 437–447.
Klingbeil, D. A., January, S. A. A., & Ardoin, S. P. (2020). Comparative efficacy and generalization of two word-reading interventions with English learners in elementary school. Journal of Behavioral Education, 29(3), 490–518. https://doi.org/10.1007/s10864-019-09331-y
Klingbeil, D. A., Moeyaert, M., Archer, C. T., Chimboza, T. M., & Zwolski, S. A. (2017). Efficacy of peer-mediated incremental rehearsal for English language learners. School Psychology Review, 46(1), 122–140. https://doi.org/10.17105/SPR46-1.122-140
Kourea, L., Cartledge, G., & Musti-Rao, S. (2007). Improving the reading skills of urban elementary students through total class peer tutoring. Remedial & Special Education, 28(2), 95–107. https://doi.org/10.1177/07419325070280020801
Kupzyk, S., Daly, E. J., III, & 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. 10/1901/jaba.2011.44–781
Lozy, E. D., & Donaldson, J. M. (2019). A comparison of traditional drill and strategic incremental rehearsal flashcard methods to teach letter–sound correspondence. Behavioral Development, 24(2), 58–73. https://doi.org/10.1037/bdb0000089
McMaster, K. L., Fuchs, D., & Fuchs, L. S. (2006). Research on peer-assisted learning strategies: The promise and limitations of peer mediated instruction. Reading & Writing Quarterly, 22(1), 5–25. https://doi.org/10.1080/10573560500203491
National Assessment of Educational Progress (NAEP). (2022). Reading Assessment. https://www.nationsreportcard.gov/highlights/reading/2022/
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. https://doi.org/10.1080/02796015.2008.12087877
Peng, P., Fuchs, D., Fuchs, L. S., Elleman, A. M., Kearns, D. M., Gilbert, J. K., Compton, D. L., Cho, E., & Patton, S. (2019). A longitudinal analysis of the trajectories and predictors of word reading and reading comprehension development among at-risk readers. Journal of Learning Disabilities, 52(3), 195–208. https:/doi.org/https://doi.org/10.1177/0022219418809080
Phipps, L., Robinson, E. L., & Grebe, S. (2020). An evaluation of strategic incremental rehearsal on sight word acquisition among students with specific learning disabilities in reading. Journal of Behavioral Education, 31(2), 281–297. https://doi.org/10.1007/s10864-020-09398-y
Rahmasari, B. S. (2017). Peer tutoring: An effective technique to teach reading comprehension. KnE Social Sciences, 1(3), 245–258. https://doi.org/10.18502/kss.v1i3.745
Rigney, A. M., Hixon, M. D., & Drevon, D. D. (2019). Headsprout: A systematic review of the evidence. Journal of Behavioral Education, 29(1), 153–167. https://doi.org/10.1007/s10864-019-09345-6
Shiozawa, T., Hirt, B., & Lammerding-Koeppel, M. (2016). The influence of tutor training for peer tutors in the dissection course on the learning behavior of students. Annals of Anatomy, 208, 212–216. https://doi.org/10.1016/j.aanat.2016.07.001
Staubitz, J. E., Cartledge, G., Yurick, A. L., & Lo, Y. Y. (2005). Repeated reading for students with emotional or behavioral disorders: Peer-and trainer-mediated instruction. Behavioral Disorders, 31(1), 51–64. https://doi.org/10.1177/019874290503100108
Strain, P. S., Barton, E. E., & Dunlap, G. (2012). Lessons learned about the utility of social validity. Education & Treatment of Children, 35(2), 183–200. https://doi.org.ezproxy.uky.edu/https://doi.org/10.1353/etc.2012.0007
Vellutino, F. R., Scanlon, D. M., Small, S., & Fanuele, D. P. (2006). Response to intervention as a vehicle for distinguishing between children with and without reading disabilities: Evidence for the role of kindergarten and first-grade interventions. Journal of Learning Disabilities, 39, 157–169. https://doi.org/10.1177/00222194060390020401
Verhoeven, L., Voeten, M., & Segers, E. (2022). Computer-assisted word reading intervention effects throughout the primary grades: A meta-analysis. Educational Research Review, 37, 100486. https://doi.org/10.1016/j.edurev.2022.100486
留言 (0)