Comparing the Efficacy of Virtual Implementation for Two Sight Word Flashcard Interventions

Abstract

Flashcard interventions are commonly used to increase sight-word acquisition and reading ability among students. However, most research on flashcard interventions is implemented in person and not using virtual instruction. The current study compared two flash card interventions, incremental rehearsal (IR) and strategic incremental rehearsal (SIR), on sight-word acquisition when administered via Zoom® video sharing technology. Participants included four struggling readers in first grade. An adapted alternating treatments single-case design exposed participants to the IR, SIR, and a control condition for 10 sessions with the interventionist providing all sessions via Zoom®. Findings indicated all participants learned more words with IR and SIR than in the control condition. However, SIR resulted in more gains in sight-word acquisition compared to IR for all participants. Implications for implementing individualized interventions via virtual modalities are discussed.