The Effects of Response Cards on Student and Teacher Behavior during Vocabulary Instruction
Munro, David W.; Stephenson, Jennifer (2009). Journal of Applied Behavior Analysis, v42 n4 p795-800. Retrieved from: https://eric.ed.gov/?id=EJ868588
-
examining5Students, grade5
Practice Guide
Review Details
Reviewed: January 2024
- Practice Guide (findings for Response cards - Munro & Stephenson (2009))
- Single Case Design
- Meets WWC standards without reservations
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Findings
To view more detailed information about the study findings from this review, please download findings data here.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
-
60% English language learners -
Other or unknown: 100% -
Urban
-
- B
- A
- C
- D
- E
- F
- G
- I
- H
- J
- K
- L
- P
- M
- N
- O
- Q
- R
- S
- V
- U
- T
- W
- X
- Z
- Y
- a
- h
- i
- b
- d
- e
- f
- c
- g
- j
- k
- l
- m
- n
- o
- p
- q
- r
- s
- t
- u
- v
- x
- w
- y
International
-
Race Asian 60% Other or unknown 40% -
Ethnicity Other or unknown 100% -
Eligible for Free and Reduced Price Lunch Other or unknown 100%
Study Details
Setting
The study took place in British Columbia, Canada in an inner-city school. The school served 450 students, who collectively spoke 33 languages and represented 42 countries. The study took place in a grade 5 classroom with 29 enrolled students, 15 male and 14 female.
Study sample
The five students in the study are 10-11 years old and are in grade 5. Three of the students emigrated from China, Pakistan, and Iran and are not native English speakers.
Intervention Group
The response cards intervention was delivered for 30 minutes two or three times per week. During the intervention sessions, the teacher wrote 10 words on the board, modeled their pronunciation, and provided definitions and sample sentences for each target word. The teacher then read aloud the definitions of the words in random order. Teachers asked students to respond with matching words by raising their response cards. The teacher also read sentences from the book containing the target words but omitted the target words and asked students to provide the missing words by raising their response cards. Finally, the teacher reviewed the words again by presenting the definitions in random order and asking the students to provide the words.
Comparison Group
There is no comparison group in single-case designs. In the baseline condition, students raised their hand rather than using response cards. In all other respects the baseline condition was the same as the intervention condition.
Support for implementation
Information regarding support for implementation is not included in the study.
An indicator of the effect of the intervention, the improvement index can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention.
For more, please see the WWC Glossary entry for improvement index.
An outcome is the knowledge, skills, and attitudes that are attained as a result of an activity. An outcome measures is an instrument, device, or method that provides data on the outcome.
A finding that is included in the effectiveness rating. Excluded findings may include subgroups and subscales.
The sample on which the analysis was conducted.
The group to which the intervention group is compared, which may include a different intervention, business as usual, or no services.
The timing of the post-intervention outcome measure.
The number of students included in the analysis.
The mean score of students in the intervention group.
The mean score of students in the comparison group.
The WWC considers a finding to be statistically significant if the likelihood that the finding is due to chance alone, rather than a real difference, is less than five percent.
The WWC reviews studies for WWC products, Department of Education grant competitions, and IES performance measures.
The name and version of the document used to guide the review of the study.
The version of the WWC design standards used to guide the review of the study.
The result of the WWC assessment of the study. The rating is based on the strength of evidence of the effectiveness of the intervention. Studies are given a rating of Meets WWC Design Standards without Reservations, Meets WWC Design Standards with Reservations, or >Does Not Meet WWC Design Standards.
A related publication that was reviewed alongside the main study of interest.
Study findings for this report.
Based on the direction, magnitude, and statistical significance of the findings within a domain, the WWC characterizes the findings from a study as one of the following: statistically significant positive effects, substantively important positive effects, indeterminate effects, substantively important negative effects, and statistically significant negative effects. For more, please see the WWC Handbook.
The WWC may review studies for multiple purposes, including different reports and re-reviews using updated standards. Each WWC review of this study is listed in the dropdown. Details on any review may be accessed by making a selection from the drop down list.
Tier 1 Strong indicates strong evidence of effectiveness,
Tier 2 Moderate indicates moderate evidence of effectiveness, and
Tier 3 Promising indicates promising evidence of effectiveness,
as defined in the
non-regulatory guidance for ESSA
and the regulations for ED discretionary grants (EDGAR Part 77).