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Learning rates and known-to-unknown flash-card ratios: comparing effectiveness while holding instructional time constant.
- Bethany E. Forbes, C. Skinner, Michelle P Black, Jared Yaw, Joshua Booher, J. Delisle
- Psychology, Medicine
- Journal of applied behavior analysis
- 1 December 2013
Using alternating treatments designs, we compared learning rates across 2 computer-based flash-card interventions (3 min each): a traditional drill intervention with 15 unknown words and an… Expand
Extending Research on a Computer-Based Flashcard Reading Intervention to Postsecondary Students with Intellectual Disabilities.
Cumulative Instructional Time and Relative Effectiveness Conclusions: Extending Research on Response Intervals, Learning, and Measurement Scale
- Michelle P Black, C. Skinner, +4 authors Maripat Gettelfinger
- Computer Science, Medicine
- Behavior analysis in practice
- 16 February 2016
Comparative effectiveness studies may not identify the intervention which causes the most rapid learning.Measuring the time students spend in each intervention (i.e., cumulative instructional seconds) allows practitioners to identify the most effective one. Expand
Prompting Faster Reading during Fluency Assessments: The Impact of Skill Level and Comprehension Measures on Changes in Performance.
Does Homework Matter? A Comparison of Homework with Established Predictors of Exam Performance in Large College Classes.
The Effects of Prompts and Comprehension Assessment on Oral Reading: Moderating Effect of Reading Skills
- Bethany E. Forbes
Individual and Group Credit for Class Participation
- Cora Taylor, Charles E. Galyon, Bethany E. Forbes, Carolyn A. Blondin, R. Williams
- 1 April 2014
This research study focused on the use of cooperative groups to facilitate class-wide participation, especially for initially low participants. Undergraduates from three sections of a relatively… Expand