Effect of acquisition rates on off‐task behavior of kindergarten students while learning sight words. Issue 1 (13th October 2020)

• Record Type: Journal Article
• Authors: Burns, Matthew K.; Aguilar, Lisa N.; Warmbold‐Brann, Kristy; Preast, June L.; Taylor, Crystal N.
• Is Part Of: Psychology in the schools. Volume 58:Issue 1(2021)
• Page Start: 5
• Page End: 17
• Publication Date: 2020-10-13
• Subjects: acquisition rate -- early literacy -- time on task; Educational psychology -- Periodicals; Psychopédagogie -- Périodiques; 370.15
• DOI: 10.1002/pits.22429
• Languages: English
• ISSNs: 0033-3085

Abstract

Abstract: Assessing a student's acquisition rates (ARs) is a reliable way to determine how many new words should be taught in one lesson without reducing retention. Exceeding a student's AR can result in frustration and problem behaviors. The purpose of this study was to examine the effect of AR on the off‐task behavior of kindergarten students while participating in a commonly used sight‐word instruction video. Participants included 39 kindergarten students whose ARs were assessed before showing the sight‐word video. Behavior was measured as on‐ and off‐task using momentary time‐sampling with 10‐s intervals. Results indicated that students' time off task increased after exceeding their ARs, with a noticeable immediate increase. The implications and limitations of these results are discussed.