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ERIC Number: EJ842726
Record Type: Journal
Publication Date: 2009
Pages: 9
Abstractor: As Provided
Reference Count: 30
ISSN: ISSN-0279-6015
Comparison of the Relationship between Words Retained and Intelligence for Three Instructional Strategies among Students with Below-Average IQ
Burns, Matthew K.; Boice, Christina H.
School Psychology Review, v38 n2 p284-292 2009
The current study replicated MacQuarrie, Tucker, Burns, and Hartman (2002) with a sample of 20 students who had been identified with a disability and had an IQ score that was between 1 and 3 standard deviations below the normative mean. Each student was taught 27 words from the Esperanto International Language with the following conditions: (a) traditional drill in which unknown words were rehearsed until correctly stated three times, (b) three unknown words interspersed among six known words and repeated three times (interspersal), and (c) incremental rehearsal involving the rehearsal of unknown words among nine known words so that each new word was rehearsed nine times. Consistent with the previous study, the condition with the most opportunities to respond led to the best retention. The correlation between IQ and the number of words retained 1 to 2 weeks later for the most effective condition (incremental rehearsal) was .03 and .15 after correcting for range restriction. Moderate correlation coefficients between IQ and number of words retained were found for the other two conditions. Implications for research and practice are discussed. (Contains 2 tables.)
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: Grade 7; Grade 8; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Minnesota
Identifiers - Assessments and Surveys: Wechsler Intelligence Scale for Children