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Abstract

The impact of differential instructional ratios of known/unknown vocabulary words during a drill procedure in reading was investigated. A total of 42 average to low-average children between second and fifth grade participated in the study. Based on the model of Curriculum-based Assessment described by Gickling and Havertape (1981), a flashcard drill intervention was employed that presented known and unknown words under one of four treatment conditions: (a) 90% known to 10% unknown words; (b) 80% known to 20% unknown words; (c) 60% known to 40% unknown words; and (d) 50%o known to 50% unknown words. Pre-and posttest data were obtained on oral reading fluency, comprehension, and reading from grade-level vocabulary word lists. Additionally, bi-weekly CBM reading probes were obtained. Differences across the four conditions were evaluated at the end of an 8-week daily drill intervention. The results tended to provide partial support for Gickling's suggested drill ratios.

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Differential Effects of Fixed Instructional Ratios on Students' Progress in Reading

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