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The Effects of a Model, Lead, and Test Procedure to Teach Letter Name and Sound Identification to Elementary School Students with Learning Disabilities

Year 2012, Volume: 3 Issue: 4, 50 - 64, 09.01.2013

Laura Bulkley Prof.dr.thomas Mclaughlin , Jennifer Neyman Marilyn Carosella

Abstract

The purpose of this study was to assess the model, lead, and test (MLT) procedure on the letter name and sound identification performance for two elementary students. The two participants were diagnosed with learning disabled in math, reading, writing and communication. One of the two students also had behavior goals. The study took place in a resource classroom located in a public school in the Pacific Northwest. A multiple-baseline across letter sets was employed to assess the effectiveness of the model, lead, and test procedure. The behavior measured was correct letter name and sound identification. The results showed mastery of all letters of the alphabet by the participants when the model, lead, and test procedure was employed. The present outcomes replicate those of previous research and were easy to implement and assess by the classroom personnel. 

Keywords

Learning disabilities elementary school students flashcards letter identification letter names letter sounds

References

  • Adams, M. J. (1990). Beginning To Read: Thinking and Learning about Print. Cambridge, MA: MIT Press.
  • Brasch, T. L., Williams, R. L., and McLaughlin, T. F. (2008). The effects of a direct instruction flashcard system on multiplication fact mastery by two high school students with ADHD and ODD . Child and Family Behavior Therapy, 30 (1): 51-59.
  • Carnine, D., Silbert, J., and Kameenui, E. J. (1997). Direct instruction reading (3rd ed.). Columbus, OH: Merrill.
  • Catts, H. W., and Kamhi, A. G. (2005). The Connections Between Language and Reading Disabilities.
  • Mahwah, NJ: Lawrence Erlbaum Associates, Inc., Publishers. Cunningham, A. E., and Stanovich, K. E. (1997). Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental Psychology, 33 9:934-945.
  • Daly, E. J., Chafouleas, S. M., and Skinner, C. H. (2005). Interventions for Reading Problems: Designing and Evaluating Effective Strategies. New York: The Guilford Press.
  • Erbey, R., McLaughlin, T. F., Derby, K. M., and Everson, M. (2011). The effects of using flashcards with reading racetracks to teach letter sounds, sight words, and math facts to students with learning disabilities. International Electronic Journal of Elementary Education, 3(3): 213-226. Retrieved from: http://www.iejee.com/index.html
  • Fletcher, J. M., Foorman, B. R., Francis, D. J., Mehta, P., and Schatschneider, C. (1998). The role of instruction in learning to read: Preventing reading failure in at-risk children. Journal of Educational Psychology, 90 (1): 37-55.
  • Francis, D. J., Mousaki, A., Rodriguez, K., Tincoff, R., and Treiman, R. (1998). The foundations of literacy: Learning the sounds of letters. Child Development, 69 (12): 1524 –1540.
  • Glover, P., McLaughlin, T. F., Derby, K. M., and Gower, J. (2010). Using a direct instruction flashcard system employing a back three contingency for errors with two students with learning disabilities.
  • Electronic Journal of Research in Educational Psychology, 8 (2): 457-482. Retrieved from http://www.investigacion-psicopedagogica.org/revista/new/english/anteriores.php
  • Green, C., McLaughlin, T. F., Derby, K. M., and Lee, K. (2010). Using reading racetracks and flashcards to teach sight words to students with disabilities: Effects for acquisition and response maintenance. Journal of Educational Research: JER, 13 (2): 84-98. Retrieved from: http://www.iub.edu.pk/jer/previous_issue.html
  • Hayter, S., Scott, E., McLaughlin, T. F., and Weber, K. P. (2007). The use of a modified direct instruction flashcard system with two high school students with developmental disabilities. Journal of Physical and Developmental Disabilities, 19 (4): 409-415.
  • Herberg, K., McLaughlin, T. F., Derby, K. M., and Gilbert, V. (2011). The effects of direct instruction flashcards on shape recognition and recall for two preschool students with disabilities. Academic Research International, 1(3), 59-64. Retrieved from: http://174.36.46.112/~savaporg/journals/issue.html
  • Kaufman, L., McLaughlin, T. F., Derby, K. M., and Waco, T. (2011). Employing reading racetracks and DI flashcards with and without cover, copy, and compare and rewards to teach of sight words to three students with learning disabilities in reading. Educational Research Quarterly, 34 (2): 24-44.
  • Kazdin, A. E. (2010). Single Case Research Designs: Methods for Clinical and Applied Settings (2nd ed.). New York: Oxford University Press.
  • Lerner, J., and Johns, B. (2011). Learning Disabilities And Related Mild Disabilities: Characteristics, Teaching Strategies, And New Directions (11th Ed). Boston: Houghton Mifflin Co.
  • Marchand-Martella, N., Slocum, T., and Martella, R. (Eds.). (2004). An Introduction to Direct Instruction. Boston: Allyn and Bacon.
  • Ruwe, K., McLaughlin, T. F., Derby, K. M., and Johnson, K. (2011). The multiple effects of direct instruction flashcards on sight word acquisition, passage reading, and errors for three middle school students with intellectual disabilities. Journal of Developmental and Physical Disabilities, 23 (3): 241-255.
  • Sante, D. A., McLaughlin T. F., and Weber, K. P. (2001). The use and evaluation of a Direct Instruction flash card strategy on multiplication facts mastery with two students with ADHD. Journal of Precision Teaching and Celeration, 17(2): 68-75.
  • Share, D. L. (2008). Knowing letter names and learning letter sounds: A causal connection. Journal of Experimental Child Psychology, 88 (4): 213-233.
  • Treacy, R., McLaughlin, T. F., Derby, K. M. and Schlettert, E. (2012). The effects of flashcards and student selected reinforcers with goals and additional practice with multiplication facts for two intermediate elementary students with behavior disorders. Academic Research International, 2 (1): 469-476. Retrieved from: http://174.36.46.112/~savaporg/journals/issue.html

Öğrenme Engelli İlköğretim Öğrencilerine Harf ve Sesi Tanımayı Öğretmek İçin Bir Model

Year 2012, Volume: 3 Issue: 4, 50 - 64, 09.01.2013

Laura Bulkley Prof.dr.thomas Mclaughlin , Jennifer Neyman Marilyn Carosella

Abstract

Öğrenme engelli çocuklar genellikle okuma-yazmaya çaba sarf ederler. Gerçekte, bu çocukların karşılaştığı zorluklardan biri okumadır Zorluk harf adı ve sesten oluşan bir formda oluşabilir. Eğer böyleyse, bir kelimeyi gördüklerinde sesini veremez ya da okuyamazlar ama tahmin etmeye çalışırlar Tahmin etmeye çalışmak öğrencilerin okuduğunu anlama ve akıcılığını etkiler. Aydınlatma Kartları (flashcards) matematik ve okuma-yazma öğretiminde yaygın olarak başarılı bir şekilde kullanılmaktadır. Aydınlatma kartları uygulama prosedürü olan doğrudan bir araçtır.
Bu prosedür modelli, (rehberli ve test işlemli) hata düzeltmeyi içerir. Hata kartları, kartların (flashcards) en üstüne yerleştirilir, böylece öğrenci hata kartı eşliğinde doğru cevabı söylerken geniş bir pratik alanına sahip olur. Öğretmenler, öğrencilere, hatalarını düzeltmeleri için doğru performansı söyleme yoluyla yardım ederler. Bu model (rehber-test prosedürü) doğru cevap için öğretmen gerektirir. Sonrasında, öğrenci ve öğretmen doğru cevabı birlikte pratik hale getirirler. En sonunda ise, doğru cevabı söyleyen öğrenciye aydınlatma kartı (doğru kart) gösterilir. Eğer öğrenci doğruyu söylemişse, sonraki kartlara geçilir, yanlış ise işlem doğruyu yapıncaya kadar tekrar edilir.

Keywords

Hata düzeltme Aydınlatma kartları Harf ve sesler Ortaokul öğrencileri Öğrenme engelliler

References

  • Adams, M. J. (1990). Beginning To Read: Thinking and Learning about Print. Cambridge, MA: MIT Press.
  • Brasch, T. L., Williams, R. L., and McLaughlin, T. F. (2008). The effects of a direct instruction flashcard system on multiplication fact mastery by two high school students with ADHD and ODD . Child and Family Behavior Therapy, 30 (1): 51-59.
  • Carnine, D., Silbert, J., and Kameenui, E. J. (1997). Direct instruction reading (3rd ed.). Columbus, OH: Merrill.
  • Catts, H. W., and Kamhi, A. G. (2005). The Connections Between Language and Reading Disabilities.
  • Mahwah, NJ: Lawrence Erlbaum Associates, Inc., Publishers. Cunningham, A. E., and Stanovich, K. E. (1997). Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental Psychology, 33 9:934-945.
  • Daly, E. J., Chafouleas, S. M., and Skinner, C. H. (2005). Interventions for Reading Problems: Designing and Evaluating Effective Strategies. New York: The Guilford Press.
  • Erbey, R., McLaughlin, T. F., Derby, K. M., and Everson, M. (2011). The effects of using flashcards with reading racetracks to teach letter sounds, sight words, and math facts to students with learning disabilities. International Electronic Journal of Elementary Education, 3(3): 213-226. Retrieved from: http://www.iejee.com/index.html
  • Fletcher, J. M., Foorman, B. R., Francis, D. J., Mehta, P., and Schatschneider, C. (1998). The role of instruction in learning to read: Preventing reading failure in at-risk children. Journal of Educational Psychology, 90 (1): 37-55.
  • Francis, D. J., Mousaki, A., Rodriguez, K., Tincoff, R., and Treiman, R. (1998). The foundations of literacy: Learning the sounds of letters. Child Development, 69 (12): 1524 –1540.
  • Glover, P., McLaughlin, T. F., Derby, K. M., and Gower, J. (2010). Using a direct instruction flashcard system employing a back three contingency for errors with two students with learning disabilities.
  • Electronic Journal of Research in Educational Psychology, 8 (2): 457-482. Retrieved from http://www.investigacion-psicopedagogica.org/revista/new/english/anteriores.php
  • Green, C., McLaughlin, T. F., Derby, K. M., and Lee, K. (2010). Using reading racetracks and flashcards to teach sight words to students with disabilities: Effects for acquisition and response maintenance. Journal of Educational Research: JER, 13 (2): 84-98. Retrieved from: http://www.iub.edu.pk/jer/previous_issue.html
  • Hayter, S., Scott, E., McLaughlin, T. F., and Weber, K. P. (2007). The use of a modified direct instruction flashcard system with two high school students with developmental disabilities. Journal of Physical and Developmental Disabilities, 19 (4): 409-415.
  • Herberg, K., McLaughlin, T. F., Derby, K. M., and Gilbert, V. (2011). The effects of direct instruction flashcards on shape recognition and recall for two preschool students with disabilities. Academic Research International, 1(3), 59-64. Retrieved from: http://174.36.46.112/~savaporg/journals/issue.html
  • Kaufman, L., McLaughlin, T. F., Derby, K. M., and Waco, T. (2011). Employing reading racetracks and DI flashcards with and without cover, copy, and compare and rewards to teach of sight words to three students with learning disabilities in reading. Educational Research Quarterly, 34 (2): 24-44.
  • Kazdin, A. E. (2010). Single Case Research Designs: Methods for Clinical and Applied Settings (2nd ed.). New York: Oxford University Press.
  • Lerner, J., and Johns, B. (2011). Learning Disabilities And Related Mild Disabilities: Characteristics, Teaching Strategies, And New Directions (11th Ed). Boston: Houghton Mifflin Co.
  • Marchand-Martella, N., Slocum, T., and Martella, R. (Eds.). (2004). An Introduction to Direct Instruction. Boston: Allyn and Bacon.
  • Ruwe, K., McLaughlin, T. F., Derby, K. M., and Johnson, K. (2011). The multiple effects of direct instruction flashcards on sight word acquisition, passage reading, and errors for three middle school students with intellectual disabilities. Journal of Developmental and Physical Disabilities, 23 (3): 241-255.
  • Sante, D. A., McLaughlin T. F., and Weber, K. P. (2001). The use and evaluation of a Direct Instruction flash card strategy on multiplication facts mastery with two students with ADHD. Journal of Precision Teaching and Celeration, 17(2): 68-75.
  • Share, D. L. (2008). Knowing letter names and learning letter sounds: A causal connection. Journal of Experimental Child Psychology, 88 (4): 213-233.
  • Treacy, R., McLaughlin, T. F., Derby, K. M. and Schlettert, E. (2012). The effects of flashcards and student selected reinforcers with goals and additional practice with multiplication facts for two intermediate elementary students with behavior disorders. Academic Research International, 2 (1): 469-476. Retrieved from: http://174.36.46.112/~savaporg/journals/issue.html
There are 22 citations in total.

Details

Primary Language English
Journal Section Educational Sciences and Sciences of Field Education
Authors

Laura Bulkley

Prof.dr.thomas Mclaughlin

Jennifer Neyman

Marilyn Carosella

Publication Date January 9, 2013
Published in Issue Year 2012Volume: 3 Issue: 4

Cite

APA Bulkley, L., Mclaughlin, P., Neyman, J., Carosella, M. (2013). The Effects of a Model, Lead, and Test Procedure to Teach Letter Name and Sound Identification to Elementary School Students with Learning Disabilities. E-Uluslararası Eğitim Araştırmaları Dergisi, 3(4), 50-64. https://doi.org/10.19160/ijer.105352
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