Publication Date
| In 2025 | 0 |
| Since 2024 | 0 |
| Since 2021 (last 5 years) | 0 |
| Since 2016 (last 10 years) | 0 |
| Since 2006 (last 20 years) | 1 |
Descriptor
Author
| Ault, Melinda Jones | 1 |
| Briesch, Amy M. | 1 |
| Burns, Matthew K. | 1 |
| Joseph, Laurice M. | 1 |
| Mule, Christina M. | 1 |
| Volpe, Robert J. | 1 |
Publication Type
| Journal Articles | 2 |
| Reports - Evaluative | 2 |
Education Level
| Early Childhood Education | 1 |
| Elementary Education | 1 |
| Grade 1 | 1 |
| Primary Education | 1 |
Audience
Location
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Direct linkVolpe, Robert J.; Mule, Christina M.; Briesch, Amy M.; Joseph, Laurice M.; Burns, Matthew K. – Journal of Behavioral Education, 2011
Traditional drill and practice (TD) and incremental rehearsal (IR) are two flashcard drill instructional methods previously noted to improve word recognition. The current study sought to compare the effectiveness and efficiency of these two methods, as assessed by next day retention assessments, under 2 conditions (i.e., opportunities to respond…
Descriptors: Drills (Practice), Instructional Materials, Sight Method, Reading Instruction
Peer reviewedAult, Melinda Jones; And Others – American Journal of Mental Retardation, 1988
Three moderately mentally retarded students, aged 8-11, were taught to read words commonly found on community signs. Error percentages were similar for both progressive time-delay procedures and constant time-delay procedures, but the constant time-delay procedure was slightly more efficient in direct instructional time and number of sessions to…
Descriptors: Efficiency, Elementary Education, Instructional Effectiveness, Moderate Mental Retardation
