The purpose of this study was to measure the effects of reading racetrack and flashcards when teaching phonics, sight words, and addition facts. The participants for the sight word and phonics portion of this study were two seven-year-old boys in the second grade. Both participants were diagnosed with a learning disability. The third participant was diagnosed with attention deficit hyperactivity disorder by his pediatrician and with a learning disability and traumatic brain injury by his school’s multi-disciplinary team.. The dependent measures were corrects and errors when reading from a first grade level sight word list. Math facts were selected based on a 100 add fact test for the third participant. The study demonstrated that racetracks paired with the flashcard intervention improved the students’ number of corrects for each subject-matter area (phonics, sight words, and math facts). However, the results show that some students had more success with it than others. These outcomes clearly warrant further research.
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reading racetracks, flashcards, learning disabilities, ADHD, sight words
Gonzaga University, Spokane, USA
T. F McLaughlin
Gonzaga University. Spokane, USA
K. Mark Derby
Gonzaga University, Spokane, USA
Spokane Public Schools Spokane, USA
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