If the student names the card incorrectly or hesitates for longer than 2 seconds, that card temporarily becomes a 'drill card'. The tutor shows each card to the student and asks, "What is this word?" If the student names the card correctly within 2 seconds, the tutor puts the card at the back of the deck and presents the next card. Prior to the session, the tutor sets a session criterion for mastery: e.g., the student will name all sight words in the deck correctly 3 times in a row. Sight Words: Flashcards: Direct Instruction (Ruwe, McLaughlin, Derby, & Johnson, 2011).The tutor prepares a deck of 10 flashcards with sight words.When the student attains the mastery criterion, the tutor repeats the above procedures with a new deck of 5 sight words. " When all flashcards have been presented, the tutor shuffles the cards and repeats. " If the student hesitates for longer than 3 seconds, the tutor says, "The word is. " If the student responds incorrectly, the tutor says, "No, the word is. The session opens with the tutor saying to the student "We are going to practice some words." The tutor shows each flashcard to the student with the prompt, "Look at this word and say the word." If the student responds correctly within 3 seconds, the tutor says, "Yes, the word is. The tutor has a deck of 5 flashcards with sight words. Sight Words: Flashcards: Single-Response (Ferkis, Belfiore, & Skinner, 1997).While of course teachers can employ these ideas, schools should also consider making efficient use of non-instructional personnel (e.g., support staff, paraprofessionals, adult or peer tutors) to serve as sight-word interventionists (Burns & Gibbons, 2008): Below are four quick and simple tutoring interventions that promote student acquisition of common sight words. Rapid recognition of sight words is a key foundation skill that supports the development of reading fluency (Hudson, Torgesen, Lane, & Turner, 2012 NICHHD, 2000).
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