The Strategic Incremental Rehearsal (SIR) intervention, a modified version of Incremental Rehearsal, is an efficient flashcard procedure that has demonstrated effectiveness on sight word acquisition for children who exhibit reading difficulties. However, to date, the procedure has not been evaluated with children identified with a reading disability who have a history of receiving special education services. This study uses a multiple baseline design across participants to examine the effects of SIR with a modified criterion for removal on sight word reading with three third-grade participants receiving special education services for a specific learning disability in reading. Results indicated sight word reading increased for all 3 participants at the onset of intervention compared to baseline. The total intervention time for each participant ranged from 16 to 48 min. All 3 participants correctly read a minimum of 21 out of 25 targeted words at a 5-week maintenance check. The results indicated that SIR with a modified criterion of removal is a potentially effective and efficient intervention for sight word reading for participants with specific learning disabilities in reading.

战略增量排练 (SIR) 干预是增量排练的修改版本，是一种有效的抽认卡程序，已证明对表现出阅读困难的儿童的视觉单词习得有效。然而，迄今为止，该程序尚未对有接受特殊教育服务历史的阅读障碍儿童进行评估。本研究使用跨参与者的多基线设计来检查 SIR 的影响，并使用修改后的去除标准来检查 SIR 对视觉单词阅读的影响，其中三名三年级参与者因阅读中的特定学习障碍而接受特殊教育服务。结果表明，与基线相比，所有 3 名参与者在干预开始时的视觉词阅读量都有所增加。每个参与者的总干预时间为 16 至 48 分钟。在为期 5 周的维护检查中，所有 3 名参与者都正确阅读了 25 个目标单词中的至少 21 个。结果表明，对于具有特定阅读学习障碍的参与者，具有修改的去除标准的 SIR 是一种潜在有效且高效的视觉单词阅读干预措施。