ERIC Number: EJ773141
Record Type: Journal
Publication Date: 2007-Jun
Pages: 14
Abstractor: Author
ISBN: N/A
ISSN: ISSN-1045-3830
EISSN: N/A
Comparison of Opportunities to Respond within a Drill Model when Rehearsing Sight Words with a Child with Mental Retardation
Burns, Matthew K.
School Psychology Quarterly, v22 n2 p250-263 Jun 2007
Sight-word instruction can improve functioning with various daily, recreational, and work-related tasks among children with moderate to severe disabilities. Previous research has demonstrated the effectiveness of drill methods to teach sight words if the model contains at least 50% known items, which would also increase the number of opportunities to respond (OTR) to the target item. The current study taught five sight words each day to a child diagnosed as moderately mentally retarded using high OTR and moderate OTR conditions and a drill ratio of 10% unknown to 90% known. Results suggested that the high OTR condition led to better retention than the moderate OTR despite containing an equal ratio of unknown to known items between them. Implications for practicing school psychologists and future research are included.
Descriptors: Sight Vocabulary, Mental Retardation, Drills (Practice), Opportunities, Responses, Prior Learning, Children, Retention (Psychology), Comparative Analysis, Instructional Effectiveness, Teaching Methods, Sight Method
American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A