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A Comparison of Individual and Group Strategic Incremental Rehearsal to Teach Letter Identification to Preschoolers

A Comparison of Individual and Group Strategic Incremental Rehearsal to Teach Letter... One flashcard teaching method used to teach discrete academic skills is strategic incremental rehearsal (SIR). Although the evidence for SIR is strong, no studies have evaluated the effectiveness and efficiency of SIR when used in a small-group format. The current study used a combinatorial design using a multiple baseline with an embedded adapted alternating treatments design to comparatively evaluate the effects of SIR used in a small group (Group SIR) and individual context (Individual SIR). Researchers focused on teaching letter identification skills to three preschool children. The results indicated that although Group SIR was an effective procedure for all three participants, the Individual SIR procedure resulted in slightly more efficient learning. However, when taking into account the additional teacher time needed to conduct 1–1 instruction, the results suggest that when multiple students must be taught a skill, Group SIR may be more time efficient. The results of post-test probes demonstrated that the skills learned in SIR generalized to other behaviors (receptive identification), other people (teachers), and other stimuli (letters presented on a worksheet). Future researchers should systematically replicate these results with different populations and skills. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Behavioral Education Springer Journals

A Comparison of Individual and Group Strategic Incremental Rehearsal to Teach Letter Identification to Preschoolers

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References (26)

Publisher
Springer Journals
Copyright
Copyright © The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature 2023. Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.
ISSN
1053-0819
eISSN
1573-3513
DOI
10.1007/s10864-023-09518-4
Publisher site
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Abstract

One flashcard teaching method used to teach discrete academic skills is strategic incremental rehearsal (SIR). Although the evidence for SIR is strong, no studies have evaluated the effectiveness and efficiency of SIR when used in a small-group format. The current study used a combinatorial design using a multiple baseline with an embedded adapted alternating treatments design to comparatively evaluate the effects of SIR used in a small group (Group SIR) and individual context (Individual SIR). Researchers focused on teaching letter identification skills to three preschool children. The results indicated that although Group SIR was an effective procedure for all three participants, the Individual SIR procedure resulted in slightly more efficient learning. However, when taking into account the additional teacher time needed to conduct 1–1 instruction, the results suggest that when multiple students must be taught a skill, Group SIR may be more time efficient. The results of post-test probes demonstrated that the skills learned in SIR generalized to other behaviors (receptive identification), other people (teachers), and other stimuli (letters presented on a worksheet). Future researchers should systematically replicate these results with different populations and skills.

Journal

Journal of Behavioral Education – Springer Journals

Published: Apr 19, 2023

Keywords: Strategic incremental rehearsal; Intermixing method; Flashcard intervention; Group instruction; Letter identification

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