Incremental Rehearsal for Spelling: A Spelling Retention Intervention With a Fourth Grade Student

Date of Award

Spring 5-17-2019

Document Type

Project (696 or 796 registration)

Degree Name

Master of Science in School Psychology


Graduate Studies

Committee Chair

Mary Dosch


Incremental Rehearsal, spelling, intervention


This Plan B Project was an attempt to improve the spelling skills of a female fourth grade student using the intensive intervention Incremental Rehearsal for Spelling (Burns et. al., 2017). The student was selected through teacher referral and was identified as having significant difficulties with retention in spelling. Error analysis also showed specific difficulty with orthographic imaging. The dependent variable measured was the student’s percent correct on her spelling unit tests, which the teacher created from the unit word lists out of the Reading Wonders curriculum. Progress was monitored using permanent products which were her spelling unit tests taken after implementing the intervention; baseline data was assessed in the same way, but with unit tests from before the intervention. Overall, the results indicated that the student was able to increase her mean percent correct on spelling words trained with Incremental Rehearsal, but the gains were very small.

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