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ERIC Number: EJ1149496
Record Type: Journal
Publication Date: 2014
Pages: 17
Abstractor: As Provided
ISSN: EISSN-1938-2243
Efficiency of Oral Incremental Rehearsal versus Written Incremental Rehearsal on Students' Rate, Retention, and Generalization of Spelling Words
Garcia, Dru; Joseph, Laurice M.; Alber-Morgan, Sheila; Konrad, Moira
School Psychology Forum, v8 n2 p113-129 Sum 2014
The purpose of this study was to examine the efficiency of an incremental rehearsal oral versus an incremental rehearsal written procedure on a sample of primary grade children's weekly spelling performance. Participants included five second and one first grader who were in need of help with their spelling according to their teachers. An alternating treatment design was used to compare incremental rehearsal oral with incremental rehearsal written instructional conditions. Accuracy, rate, retention, and generalization measures were used to determine which incremental rehearsal method was most efficient for helping these children practice spelling words. Overall, findings revealed that the oral incremental rehearsal was most efficient as children spelled words at higher rates under that instructional condition. On maintenance and generalization probes, children demonstrated similar spelling performance on the words that were taught in respective incremental rehearsal conditions. Implications for practitioners with regard to helping children practice their weekly spelling words are provided.
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 2; Primary Education; Early Childhood Education; Grade 1
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Ohio
Identifiers - Assessments and Surveys: Kaufman Test of Educational Achievement
Grant or Contract Numbers: N/A