The effects of response cards on student and teacher behavior during vocabulary instruction

David W. Munro, Jennifer Stephenson*

*Corresponding author for this work

Research output: Contribution to journalArticle

14 Citations (Scopus)

Abstract

The use of response cards during whole-class English vocabulary instruction was evaluated. Five low-participating students were observed during hand-raising conditions and response-card conditions to observe the effects of response cards on student responding and test scores and teacher questions and feedback. Responding and test scores were higher for all targeted students in the response-card condition. The teacher asked a similar number of questions in both conditions; however, she provided more feedback in the response-card condition.

Original languageEnglish
Pages (from-to)795-800
Number of pages6
JournalJournal of Applied Behavior Analysis
Volume42
Issue number4
DOIs
Publication statusPublished - Dec 2009

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