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ERIC Number: EJ1070181
Record Type: Journal
Publication Date: 2015
Pages: 21
Abstractor: As Provided
Reference Count: 29
ISSN: ISSN-0748-8491
Using Incremental Rehearsal to Teach Letter Sounds to English Language Learners
Rahn, Naomi L.; Wilson, Jennifer; Egan, Andrea; Brandes, Dana; Kunkel, Amy; Peterson, Meredith; McComas, Jennifer
Education and Treatment of Children, v38 n1 p71-91 2015
This study examined the effects of incremental rehearsal (IR) on letter sound expression for one kindergarten and one first grade English learner who were below district benchmark for letter sound fluency. A single-subject multiple-baseline design across sets of unknown letter sounds was used to evaluate the effect of IR on letter-sound expression and fluency. Although visual analysis of the data showed an increase in level and trend for the kindergarten participant, data were variable for the first grade participant who was referred for special education services during the intervention. Mean percentage of non-overlapping data (PND) was 94% for the kindergarten student and 98% for the first grade student. Although both learners made increases in letter sound expression and fluency, the intervention was 17 weeks in duration. Future research should examine both the effectiveness and efficiency of IR, as compared to other interventions, for increasing letter-sound knowledge of English learners.
West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education; Grade 1; Elementary Education
Audience: N/A
Language: English
Sponsor: Office of Special Education Programs (ED/OSERS)
Authoring Institution: N/A
Identifiers - Location: Minnesota
Identifiers - Assessments and Surveys: Minnesota Comprehensive Assessment
IES Grant or Contract Numbers: H325D090012