Article2008

Comparison of the Effects of Smart Board Technology and Flash Card Instruction on Sight Word Recognition and Observational Learning

51 citations0/0 files storedJournal of Special Education Technology

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Behavioral and Psychological Studies Assistive Technology in Communication and Mobility Education and Technology Integration

Abstract

This study compared the effectiveness of SMART Board, interactive whiteboard technology and traditional flash cards in teaching reading in a small-group instructional arrangement. Three students with moderate intellectual disabilities were taught to read grocery store aisle marker words under each condition. Observational learning (students learning other group members' words) was also assessed across each condition. The effectiveness of the two procedures was evaluated using an adapted alternating-treatments design (AATD) across two conditions and replicated across students. Results indicated that both SMART Board and flash card instruction were effective in teaching target sight words. However, students read a greater percentage of observational words when words were presented using SMART Board technology.

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References

2001Wechsler Adult Intelligence Scale-III 2008Education and Treatment of Children 1999Instruction of Students with Severe Disabilities 1981Behavioral Assessment 2003Computer-Presented Video Models to Teach Generative Spelling to a Child with an Autism Spectrum Disorder 2005Using Computer-Assisted Instruction and the Nonverbal Reading Approach to Teach Word Identification 1995Instructive feedback: Review of parameters and effects 2007Impact of SMART Board Technology: An Investigation of Sight Word Reading and Observational Learning

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2012Brief Report: Learning Via the Electronic Interactive Whiteboard for Two Students with Autism and a Student with Moderate Intellectual Disability 2018Word processors as monarchs: Computer-generated feedback can exercise power over and influence EAL learners' identity representations

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