THE EFFECTS OF DIRECT INSTRUCTION ON READING FIRST GRADE HIGH FREQUENCY SIGHT WORDS WITH A STUDENT WITH SEVERE BEHAVIOR DISORDERS

Sight word recognition is crucial for reading success at any grade level. The purpose of this study was to determine the effectiveness of DI flashcards procedure on the correct responses to first grade high frequency sight words. The participant was an elementary student in a special education self-contained Behavior Intervention classroom. A multiple baseline design across two sets was utilized for the study. The success of the procedures led to the continuation of the intervention. The participant enjoyed the procedures and improved his sight word recognition skill over his baseline performance