Incremental Rehearsal to Improve Sight Word Acquisition for Students at Risk for Reading Failure

• In Event: Students With Disabilities and At-Risk Youth

Abstract

A multiple-baseline design across participants was conducted to examine the relationship between Incremental Rehearsal (IR) and word acquisition of three 2nd grade students who were at-risk for reading failure. Visual analysis and non-parametric effect size (ES) demonstrate improvement in acquisition of words recorded as unknown from pretest screenings. The overall aggregated Tau-U ES for three participants was 73%. Results indicate a greater gain of word acquisition within a relatively shorter period of time during the intervention. Students generalized greater than 75% of their targeted words when presented in a text passage.

Authors

• Quentin Wherfel, Bradley University

• Se Jeong Yang, Bradley University