Abstract

Although many studies have shown the efficacy of using flashcard interventions to increase sight-word reading, very few have investigated ways to increase sight-phrase reading. In the current study, a concurrent multiple-baseline across students design was used to examine the effects of a tablet-based flashcard intervention on the acquisition of sight phrases for three second-grade students. Students completed a series of stimulus-response-stimulus-response learning trials of previously unknown phrases using an iPad flashcard program. Results demonstrated that all three students quickly increased the percentage of acquired phrases to 100% and were able to maintain the acquired phrase knowledge a month later. Discussion focuses on the implications of using tablet-based interventions and future directions for validating the sight-phrase fluency intervention.

Impact Statement

This article provides an example of a novel, easy-to-use, mobile intervention to increase sight phrase acquisition for elementary students. Acquisition of sight phrases may help students make gains in automatic word recognition, leading to increased reading fluency. Results can be useful for teachers in developing independent interventions for struggling readers.

摘要

尽管许多研究表明使用抽认卡干预措施可以提高视觉单词阅读的效果，但很少有人研究增加视觉短语阅读的方法。在当前的研究中，跨学生设计的并发多基线被用来检查基于平板电脑的抽认卡干预对三名二年级学生视觉短语习得的影响。学生使用 iPad 抽认卡程序完成了一系列以前未知短语的刺激-反应-刺激-反应学习试验。结果表明，所有三名学生都迅速将习得短语的百分比提高到 100%，并且能够在一个月后保持习得的短语知识。

影响声明

本文提供了一个新颖、易于使用的移动干预示例，以增加小学生的常见短语习得。获得视觉短语可以帮助学生在自动识别单词方面取得进展，从而提高阅读流畅性。结果可能有助于教师为苦苦挣扎的读者制定独立的干预措施。