The Effects of Direct Instruction Flashcards on Sight Word Recognition for a First-Grade Boy with Developmental Delays in an Elementary Resource Room

The purpose of this study was to evaluate the effectiveness of Direct Instruction (DI) Flashcards on the Sight-Word Recognition of a First-Grade student with developmental delays. The participant was a six-year-old first-grade boy diagnosed with a developmental disability in a Special Education Resource Room. An event recording data collection system within a changing criterion design assessed the number of correctly read sight words. DI Flashcards consisted of the researcher showing the participant a flashcard with a sight word. If correct, the flashcard was put in the back of the deck. If incorrect, a Model-Lead-Test correction procedure was implemented, and the missed flashcard was systematically reviewed. This study resulted in a successful acquisition of fifteen new First-Grade Sight Words. A DI Flashcard system was extremely cost effective and easily implemented procedure for a resource room