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The study aims to increase correct responses and reduce digit see/write errors in multiplication by using DI flashcards and a three-card repetition strategy after mistakes. Effects are evaluated through a multiple baseline design across students, measuring immediate improvements in math facts and limited generalization to later problem sets.",{"@graph":69,"@context":117},[70,84,100],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/using-a-direct-instruction-flashcard-system-with-two-students-with-learning-disabilities/159462/",{"url":83,"name":65,"@type":85,"author":86,"headline":65,"publisher":89,"fileFormat":92,"inLanguage":63,"description":67,"dateModified":93,"datePublished":94,"encodingFormat":92,"isAccessibleForFree":95,"interactionStatistic":96},"DigitalDocument",{"name":87,"@type":88},"Patrick","Person",{"url":74,"name":90,"@type":91},"DocShare","Organization","application/pdf","2026-09-11","2026-08-29",true,{"@type":97,"interactionType":98,"userInteractionCount":19},"InteractionCounter",{"@type":99},"ViewAction",{"@type":101,"mainEntity":102},"FAQPage",[103,109,113],{"name":104,"@type":105,"acceptedAnswer":106},"What intervention is evaluated in the study?","Question",{"text":107,"@type":108},"The study evaluates a Direct Instruction flashcard system for learning disabilities, using a repetition strategy after errors.","Answer",{"name":110,"@type":105,"acceptedAnswer":111},"How did the researchers assess the intervention effects?",{"text":112,"@type":108},"Effects were measured using a multiple baseline design across students, following baseline and then the flashcard procedure.",{"name":114,"@type":105,"acceptedAnswer":115},"What outcomes were reported for the two participants?",{"text":116,"@type":108},"Both participants improved their mastery of math facts, with immediate and strong gains in early sets and some issues with generalization in later sets.","https://schema.org",{"og:url":83,"og:type":119,"og:title":65,"og:site_name":90,"og:description":67},"article",{"robots":121,"canonical":83},"index,follow",{"doc_id":123,"site_id":62},159462,1788018361,{"code":4,"msg":5,"data":126},{"doc_id":123,"user_id":127,"nickname":87,"user_avatar":128,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":129,"file_id":130,"file_url":131,"file_type":132,"file_size":133,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":134,"language":135,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":136,"faqs":137,"seo_title":138,"seo_description":67,"update_tm":124,"read_time":139},549758146520,"https://ap-avatar.wpscdn.com/avatar/80002397d8c0411e94?_k=1775819394049821470","Electronic Journal of Research in Educational Psychology  \nE-ISSN: 1696-2095  \n[jfuente@ual.es](jfuente@ual.es)  \nUniversidad de Almería España  \nGlover, Patti; McLaughlin, Thomas; Derby, K. Mark; Gower, Jan Using a Direct Instruction Flashcard System with Two Students with Learning Disabilities Electronic Journal of Research in Educational Psychology, vol. 8, núm. 2, septiembre- ,  \n2010 , pp. 457-472  \nUniversidad de Almería  \nAlmeria, España  \nAvailable in: [http://www.redalyc.org/articulo.oa?id=293122002001](http://www.redalyc.org/articulo.oa?id=293122002001)  \n How to cite  \n Complete issue  \n More information about this article  \n Journal's homepage in [redalyc.org](redalyc.org)  \nScientific Information System  \nNetwork of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Non-profit academic project, developed under the open access initiative  \nUso de un sistema de tarjetas de instruccióndirecta con dos alumnos con dificultades de  \naprendizaje  \nPatti Glover 1, Thomas McLaughlin 1, K. Mark Derby 1, Jan Gower 2  \n1Department of Special Education, Gonzaga University, Spokane, WA 2 Special Education Teacher, Spokane Public Schools, Spokane, WA  \nEstados Unidos de América  \nCorrespondence: Thomas McLaughlin. Department of Special Education, Gonzaga University, Spokane, WA  \n99258-0025. USA. E-mail: [tim.mclaughlin6@comcast.net](tim.mclaughlin6@comcast.net)  \n© Education & Psychology I+D+i and Editorial EOS (Spain)  \nResumen  \nIntroducción. La utilización de la Intrucción directa (ID) con tartjetas ha sido señalada como un procedimiento intervención de aula efectivo. El presente trabajo examina el uso de un sistema de tarjetas de instrucción directa con dos adolecentes con dificultades de aprendizaje.  \nObjetivos. El propósito de esta investigación fue incrementar la tasa de respuestas correctas ydisminuir la tasa de error en la visión/escritura de dígitos en multiplicaciones utilizando un sistema de tarjetas de instrucción directa con una estrategia de repetición de tres tarjetas tras los errores. Otro objetivo fue favorecer la extensión y replicación de trabajos previos realizados con la metodología de instrucción directa.  \nMétodo. Los participantes fueron dos estudiantes de enseñanza elemental con dificultades deaprendizaje. Tras la establecer la línea base, se implementó el sistema de tarjetas a través deinstrucción directa. El estudio fue realizado en un aula del centro. La escuela estaba situada en un área de nivel alto de pobreza de una zona urbana. Los efectos de la intervención fueronevaluados mediante un diseño de múltiples líneas basales para cada estudiante.  \nResultados: Ambos participantes mejoraron su capacidad en relación con las tareas matemáticas. Estos cambios fueron inmediatos y se extendieron durante los primeros dos pasos. Algunos problemas de generalización en los últimos pasos fueron observados para ambos participantes.  \nDiscusión. El sistema de tarjetas fue poco costoso y fácil de implementar. Se proporcionanalgunas recomendaciones para la utilización de este sistema.  \nPalabras Clave: Intrucción Directa, sistema de tarjetas, matemáticas, dificultades de aprendizaje, investigación-acción, diseño de línea base múltiple.  \nRecibido: 09/12/09 Aceptación Inicial: 10/12/09 Aceptación Definitiva: 20/04/10  \nUsing a Direct Instruction Flashcard System with Two Students with Learning Disabilities  \nAbstract  \nIntroduction. The use of Direct Instruction (DI) flashcards has been suggested as an effective classroom intervention procedure. The present case report examined the use of DI flashcards with two adolescents with learning disabilities.  \nObjectives. The purpose of this research was to increase the correct rate and decrease the error rate for see/write digits in multiplication using DI Flashcards and a back three strategy for errors. Another objective was to provide an expansion and replication of our previous work with DI flashcards.  \nMethod. Our participants were two elementa","cbCaicOLTLbqiWYj","https://ap.wps.com/l/cbCaicOLTLbqiWYj","pdf",260771,17,"English","# Introduction\n## Purpose and background\n# Method\n## Participants and setting\n# Results\n## Math facts and generalization\n# Discussion\n## Practical recommendations","[{\"question\":\"What intervention is evaluated in the study?\",\"answer\":\"The study evaluates a Direct Instruction flashcard system for learning disabilities, using a repetition strategy after errors.\"},{\"question\":\"How did the researchers assess the intervention effects?\",\"answer\":\"Effects were measured using a multiple baseline design across students, following baseline and then the flashcard procedure.\"},{\"question\":\"What outcomes were reported for the two participants?\",\"answer\":\"Both participants improved their mastery of math facts, with immediate and strong gains in early sets and some issues with generalization in later sets.\"}]","Using a Direct Instruction Flashcard System with Two Students with Learning Disabilities | PDF",43]