Teaching foundational skills using strategic incremental rehearsal
Investigating effectiveness across varying school agents
Bibliographic Data
| ID | 21376431 |
|---|---|
| Authors | Christina Novelli (0000-0002-7804-0083, University of Georgia Athens GA USA, corresponding author), Scott P Ardoin (0000-0003-2176-4221, University of Georgia Athens GA USA) |
| Year | 2024 |
| Volume | 61 |
| Issue | 11 |
| Pages | 4414-4442 |
| Publication date | 2024-11-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychology in the Schools (JOURNAL) |
| Journal identifiers | ISSN: 0033-3085 • E-ISSN: 1520-6807 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/pits.23292 |
| OpenAlex | W4402810240 |
| Language | EN |
| References cited | 42 |
Strategic incremental rehearsal (SIR) is an efficacious flashcard intervention shown to improve foundational skill acquisition. However, there is limited research examining the feasibility and effectiveness of SIR when used by school‐based implementers. We present two studies to address this limitation. Study 1 examined the effects of SIR implemented by teachers on the acquisition of grapheme‐phoneme correspondences with three at‐risk kindergarteners. Study 2 examined the effects of SIR implemented by a same‐age peer on the acquisition and fluency of addition math facts with 3 second‐grade students receiving special education services. Overall, both studies point to the effectiveness of using SIR with students requiring intensive intervention in an focused, short timeframe. The effectiveness of SIR is particularly salient given that teachers and peers were able to implement SIR with high treatment integrity and effectively improve outcomes for students with and at risk for disabilities
Cognitive psychology · Mathematics education · Pedagogy · Applied Psychology · Behavioral and Psychological Studies · Cognitive and developmental aspects of mathematical skills · Psychology · Reading and Literacy Development
Use of concept mapping to characterize relationships among implementation strategies and assess their feasibility and importance
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Word Knowledge in a Theory of Reading Comprehension
Decoding, Reading, and Reading Disability
Improving learning science
Differential effectiveness, efficiency, and acceptability of drill‐based interventions targeting multiplication facts
Between-case standardized mean differences
Implementation Matters
When Treatment Adherence Matters
Early math matters
| Highly cited | No |
|---|