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Using Direct Instruction Flashcards and Reading Racetracks to Improve Sight Word Recognition of Two Elementary Students with Autism

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Abstract

The purpose of this study was to implement and evaluate a Direct Instruction (DI) flashcard system as well as the reading racetrack, to teach sight word acquisition to two elementary students diagnosed with autism. A multiple baseline design was used across word sets with each student to evaluate the effectiveness of the combined flashcard and reading racetrack procedures. Due to the limitations of one of our participants, an ipad application called,” Proloquo2Go™ “was also employed. A functional relationship was demonstrated between the use of these strategies and the reading of sight words for both participants. The study showed that DI flashcards and the reading racetrack can be an effective way to teach students with autism sight words. Both staff and students enjoyed the interventions.

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Authors and Affiliations

  1. Gonzaga University, Spokane, WA, USA

    Kayla Crowley, Thomas McLaughlin & Robin Kahn

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  1. Kayla Crowley
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  2. Thomas McLaughlin
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  3. Robin Kahn
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Correspondence to Thomas McLaughlin.

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Crowley, K., McLaughlin, T. & Kahn, R. Using Direct Instruction Flashcards and Reading Racetracks to Improve Sight Word Recognition of Two Elementary Students with Autism. J Dev Phys Disabil 25, 297–311 (2013). https://doi.org/10.1007/s10882-012-9307-z

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  • DOI: https://doi.org/10.1007/s10882-012-9307-z

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