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 language | English |
|---|---|
| Pages (from-to) | 795-800 |
| Number of pages | 6 |
| Journal | Journal of Applied Behavior Analysis |
| Volume | 42 |
| Issue number | 4 |
| DOIs | |
| Publication status | Published - Dec 2009 |