Flashcard effectiveness for second graders
File(s)
Date
2011-04Author
Husman, Renee L.
Advisor(s)
Skoning, Stacey
Metadata
Show full item recordAbstract
Educators are faced with high standards for educating children. Reading and math
are the foundation of education and a solid understanding in both subject areas is
necessary for achievement throughout students' educational careers. Educational
interventions are often necessary to aid students in falling behind academically with their
peers. Home environments are not always conducive to homework completion or
studying. When educators send extra instructional materials home with students, they
want to make sure the materials are effective in helping the students with the instructional
material.
This study randomly assigned 16 students to one of two groups. One group
received ten sight word flashcards for six weeks and the other group received ten
subtraction math fact flashcards for six weeks. Pretests and posttests were given at the
beginning and end of the six weeks in both subject areas for reading and math. Oral
reading fluency was assessed using DIBELS (Dynamic Indicators of Basic Early Literacy
Skills) oral reading fluency probes. Math fact retention was assessed using a 1-minute
timed math subtraction fact test. A one-way analysis of covariance was conducted and the
students who received sight word flashcards significantly improved over those who did
not receive sight word flashcards. The students who received math subtraction fact
flashcards had an average increase over the students who did not receive subtraction fact
flashcards; however the change was not significant.
Subject
Homework
Reading
Study skills
Subtraction
Fluency
Sight words
Flashcards
Permanent Link
http://digital.library.wisc.edu/1793/54066Description
A Thesis submitted in partial fulfillment of the requirements for the Degree of Master of Science in Education