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Introduction
Reading and basic math calculation skills are essential for success in life. Research has shown that students who struggle with reading in primary education often face difficulties in secondary education and adulthood. Understanding phonetic awareness is important for boosting reading skills. Moreover, basic math calculation skills, such as memorization of math facts, are also important for building higher-level math concepts. The National Reading Panel identified five key areas of reading instruction (phonics, phonemic awareness, fluency, vocabulary, and text comprehension) and a drill and practice procedure called reading racetracks (Erbey et al., 2011). The reading racetrack method uses a track with cells to teach information, such as sight words. Students read around the track in one minute, increasing fluency and accuracy. The math racetrack method is similar, using math facts instead of sight words.
The article is a study report that investigates the influence of using flashcards in conjunction with a reading racetrack strategy on learning letter sounds, sight words, and math facts in primary school pupils with learning impairments. A sample of 20 children with learning difficulties in grades 1-3 participated in the study (Erbey et al., 2011). For 12 weeks, participants were taught utilizing flashcards and the reading racetrack technique. The findings were examined using pre- and post-tests to assess students acquisition and retention of the targeted abilities. The results demonstrated that using flashcards and the reading racetrack technique improved students performance in letter sounds, sight words, and math facts (Erbey et al., 2011). The authors also stated that the flashcards and reading racetrack method were well-received by both students and instructors and that they are simple to use in the classroom.
The articles general thesis is to investigate the efficacy of employing flashcards in conjunction with reading racetracks to teach important topics such as reading, math, and spelling to primary children with learning difficulties. The article contends that reading, basic math computation, and spelling abilities are necessary for success in life and that there is a need to develop these skills in learners, particularly those who struggle with sight word reading.
The article presents several key points regarding the effectiveness of the reading racetrack strategy as a teaching method for students with learning disabilities.
The Purpose of the Reading Racetrack Strategy
According to the study, the reading racetrack technique aims to improve learning results for individuals with learning difficulties by integrating visual and kinesthetic learning modalities. Visual learning uses visuals, charts, and films to learn, whereas kinesthetic learning uses bodily activities such as writing or handling items (Erbey et al., 2011). The reading racetrack technique combines these two methods of learning by employing flashcards and an actual racetrack. While reading the flashcard, the students move their fingers over the racetrack, which helps them correlate the physical activity with the information being taught. This physical movement aids in associating the information being learned with the physical activity, enhancing knowledge retention.
The reading racetrack technique has demonstrated encouraging outcomes for children with learning difficulties in letter sounds, sight words, and math facts. Compared to traditional learning methods, children who utilized the reading racetrack technique improved their recognition of letter sounds, sight words, and math skills (Erbey et al., 2011). The article discusses the potential benefits of mixing visual and kinesthetic learning approaches in the reading racetrack strategy for kids with learning impairments. Students with learning difficulties can enhance their learning outcomes and retain information by using both visual aids and physical activity.
The Design of the Reading Racetrack Strategy
The article provides details on the components of the reading racetrack strategy, including the use of flashcards and a physical racetrack, and how they are used to engage multiple senses and reinforce learning. Flashcards and a physical racetrack are the two major components of the reading racetrack strategy (Erbey et al., 2011). Flashcards provide information on one side and a visual or tactile stimulus on the other. In the context of the reading racetrack technique, the flashcards provide information on letter sounds, sight words, and math concepts. Students use these flashcards to acquire information through repeated reading and revision. The physical racetrack is a course or track that students use their fingers to follow while they read the information on the flashcard. Physical movement reinforces what is being learned and produces a multimodal learning experience. Students can use the racetrack as a tangible reference point to correlate the information on the flashcard with the physical activity of moving their fingers around the racetrack.
Evidence of the Effectiveness of the Reading Racetrack Strategy
The authors offer research and statistics that support the reading racetrack strategys usefulness in increasing learning outcomes for children with learning difficulties. The study particularly emphasized letter sounds, sight words, and numerical concepts. Erbey et al. (2011), present findings from research that contrasted students who utilized the reading racetrack technique to those who employed traditional learning methods. Compared to traditional learning approaches, children using the reading racetrack strategy improved their recognition of letter sounds, sight words, and math skills. For example, the article presents statistics showing that pupils who utilized the reading racetrack technique to learn letter sounds improved their recognition by 16% on average compared to those who employed standard learning methods (Erbey et al., 2011). Similarly, pupils who used the reading racetrack technique to acquire sight words improved their recognition by 14% on average compared to those who used traditional methods (Erbey et al., 2011). The statistics suggest that pupils who utilized the reading racetrack technique outperformed those who used standard learning methods in letter sounds, sight words, and math.
Limitations
One of the limitations discussed in the article is the consideration of individual student differences. The authors recognize that children with learning impairments may have different learning demands and preferences, which may affect the success of the reading racetrack technique. Some children may be more visually or kinesthetically oriented, which may alter how effectively they react to the reading racetrack strategys multimodal approach (Erbey et al., 2011). This implies that some students may gain more from the flashcards visual element, while others may profit more from the physical movement of the racetrack. To address this constraint, the authors propose that instructors be educated to identify and respond to each students learning requirements. One example is changing the resources utilized, such as the size of the flashcards or the pace of the racetrack, to fit each learners needs. Furthermore, the authors recommend that teachers constantly analyze the success of the reading racetrack technique for each student and make modifications as needed to guarantee that the strategy is being employed effectively for that specific student.
Considerations
The authors describe numerous factors to consider while using the reading racetrack technique. These factors are relevant to the design of the materials and teacher training. The design of the flashcards and racetrack is one factor to consider. According to Erbey et al. (2011), materials should be developed to be interesting and inspiring for children with learning difficulties. This might include utilizing bright colors and clear visuals and making the flashcards and racetrack accessible and simple to use. Additionally, another factor to consider is teacher education and training. The authors underline the need to offer instructors full training on the reading racetrack technique. This might include instruction on how to utilize the tools, facilitate students learning, and measure their progress. Furthermore, the authors propose that teachers be educated to adapt to each students requirements and preferences. Some pupils, for example, may want greater assistance learning letter sounds, while others may require additional assistance in memorizing sight words or math skills. To guarantee that the reading racetrack technique is effective for each student, teachers must be able to notice and respond to individual variances.
I tend to agree with the views of the authors, particularly on the aim of the reading racetrack strategy, the design, and the consideration for improvement. The authors believe that the reading racetrack technique aims to improve learning results for individuals with learning difficulties by integrating visual and kinesthetic learning modalities. Physical movement aids in associating the information being learned with physical activity thus, enhancing knowledge retention. Moreover, the use of flashcards and a physical racetrack can be effective for some learners, as it combines visual and physical elements that can enhance memory retention and recall. However, the effectiveness depends on individual learning styles and preferences, so it may not work for everyone. Finally, to ensure that the strategy is specifically tailored toward the needs of each student, several considerations need to be made.
My experience with a racetrack strategy was when we were learning vocabulary at elementary school. The teacher divided us into teams of three and then drew a large racetrack on the board, with a start line and a finish line, and several stations along the way. He then prepared flashcards with vocabulary words and definitions and placed them at each station. Each team took turns sending one member to a station to draw a flashcard and answer the definition of the vocabulary word. If the answer was correct, the student could move to the next station and continue the process. If the answer is incorrect, the student must stay at that station until they can answer the question correctly. This strategy was a fun and interactive way to help us learn and remember new vocabulary words. The information presented in the article can be used to guide my teaching by incorporating the use of flashcards to present information to be learned, and encourage student engagement.
Conclusion
The article examines the impact of combining flashcards and reading racetracks as instructional tools for teaching key subjects to elementary students with learning disabilities. The study discovered that using flashcards and reading racetracks improved student performance in letter sounds, sight words, and math skills. The study contends that using flashcards and reading racetracks to combine visual aids and physical movement helps children with learning difficulties correlate the material learned with physical activity and improves learning results. Further study, according to the authors, is needed to confirm the findings and investigate the usage of flashcards and reading racetracks with bigger samples and diverse groups of kids with learning impairments.
Reference
Erbey, R., McLaughlin, T. F., Derby, K. M., & Everson, M. (2011). The effects of using flashcards with reading racetrack to teach letter sounds, sight words, and math facts to elementary students with learning disabilities. International Electronic Journal of Elementary Education, 3(3), 213-226.
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