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An Evaluation of Strategic Incremental Rehearsal on Sight Word Acquisition Among Students with Specific Learning Disabilities in Reading

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Abstract

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.

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Funding

The study was not funded.

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Authors and Affiliations

  1. Department of Educational Psychology, Baylor University, Waco, TX, USA

    Laura Phipps & Eric Lee Robinson

  2. Department of Psychological, Health and Learning Sciences, University of Houston, Houston, TX, USA

    Stacey Grebe

  3. Munroe-Meyer Institute, University of Nebraska Medical Center, Omaha, NE, USA

    Laura Phipps

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  1. Laura Phipps
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  2. Eric Lee Robinson
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  3. Stacey Grebe
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Correspondence to Laura Phipps.

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All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki Declaration and its later amendments or comparable ethical standards.

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This article does not contain any studies with animals performed by any of the authors.

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Informed consent was obtained from participant’s caregivers and informed assent was obtained from all participants of the study.

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Phipps, L., Robinson, E.L. & Grebe, S. An Evaluation of Strategic Incremental Rehearsal on Sight Word Acquisition Among Students with Specific Learning Disabilities in Reading. J Behav Educ 31, 281–297 (2022). https://doi.org/10.1007/s10864-020-09398-y

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