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Comparison of the Effects of SMART Board Technology and Flash Card Instruction on Sigh Word Recognition and Observational Learning

Study: 
Mechling, L. C., Gast, D. L., & Thompson, K. L., (2009), Comparison of the Effects of SMART Board Technology and Flash Card Instruction on Sight Word Recognition and Observational Learning, Journal of Special Education technology, v23 n1
Design: 
The aim of this study was to compare the effectiveness of SMART Board and traditional flash cards in teaching reading. This study found both methods to be effective; students read higher percentage of observational words when presented with SMART Board.

This study compared the effectiveness of SMART Board, interactive whiteboard technology and traditional flash cards in teaching reading in a small-group instructional arrangement. Three students with moderate intellectual disabilities were taught to read grocery store aisle marker words under each condition. Observational learning (students learning other group members' words) was also assessed across each condition. The effectiveness of the two procedures was evaluated using an adapted alternating-treatments design (AATD) across two conditions and replicated across students. Results indicated that both SMART Board and flash card instruction were effective in teaching target sight words. However, students read a greater percentage of observational words when words were presented using SMART Board technology.