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.