Title

A Comparison of the Effectiveness and Efficiency of Two Models of Incremental Rehearsal Intervention

Date of Award

Winter 12-20-2018

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in Curriculum & Instruction

Department

Graduate Studies

Committee Chair

Renee Harmon

Keywords

literacy intervention, flashcard drill, letter sound intervention

Abstract

Available research indicates that Incremental Rehearsal (IR) is a highly effective method of intervention for a variety of skills. However, the amount of time it takes to prepare materials and implement IR makes it one of the least efficient interventions used in schools today. The purpose of this research was to determine whether a simplified version of IR could increase efficiency without decreasing effectiveness. 10 kindergarten students participated in an IR intervention three times a week for six weeks. Half of the participants were given the intervention using the traditional method of IR with one unknown letter sound and nine known letter sounds. The other half of the participants were given a modified version with one unknown letter sound and four known letter sounds. Growth was measured using a one-minute letter-sound fluency probe at the beginning, middle, and end of the study. The average gain of letter sounds per minute of the subjects who received the traditional version of IR was more than double than that of the subjects who received the modified version. This indicates that the traditional version of IR is more effective, and therefore a better intervention option, than the modified version.

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