THE DIFFERENTIAL EFFECTS OF DIRECT INSTRUCTION FLASHCARDS WITH AND WITHOUT A SHORTER MATH RACETRACK TO TEACH NUMERAL IDENTIFICATION TO PRESCHOOLERS: A FAILURE TO REPLICATE

The purpose of this study was to evaluate the effects of a Direct Instruction (DI) flashcard system and math racetrack system to teach the numerals 1-9 to two preschool students. Both were young children with disabilities. The study was conducted in a self-contained Special Education preschool classroom. Nine numerals were presented to the participants to be learned. During baseline each did not know their numerals. Both students showed mastery across Set 1 but not across any other sets. When DI flashcards were added to the math racetrack system, student performance improved. Overall the procedures were an easy intervention to implement. The reasons for the failure to replicate our previous research were presented.