Abstract
Proficiency in letter-sound correspondence is important for decoding connected text. This study examined the effects of an evidence-based intervention, incremental rehearsal (IR), on the letter-sound expression of three kindergarten English language learners (ELLs) performing below the district benchmark for letter-sound fluency. Participants were native speakers of Hmong, Spanish, and Polish. A multiple-baseline design across sets of unknown letter sounds was used to evaluate the effects of IR on letter-sound expression. Visual analysis of the data showed an increase in level and trend when IR was introduced in each phase. Percentage of all non-overlapping data (PAND) ranged from 95% to 100%. All participants exceeded expected growth and reached the spring district benchmark for letter-sound fluency. Results suggest that IR is a promising intervention for increasing letter-sound expression for ELLs who evidence delays in acquiring letter sounds.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 97-107 |
| Number of pages | 11 |
| Journal | Journal of school psychology |
| Volume | 52 |
| Issue number | 1 |
| DOIs | |
| State | Published - Feb 2014 |
Bibliographical note
Funding Information:This publication was made possible in part by Grant Number H325D090012 from the United States Department of Education Office of Special Education Programs . Its contents are solely the responsibility of the authors and do not necessarily represent the official views of the USDE OSEP.
Keywords
- English language learners (ELLs)
- Incremental rehearsal
- Intervention
- Kindergarten
- Letter sounds