Using incremental rehearsal to teach letter sounds to english language learners

Naomi L. Rahn, Jennifer Wilson, Andrea Egan, Dana Brandes, Amy K Kunkel, Meredith Peterson, Jennifer McComas

Research output: Contribution to journalArticlepeer-review

6 Scopus citations

Abstract

This study examined the effects of incremental rehearsal (IR) on letter sound expression for one kindergarten and one first grade English learner who were below district benchmark for letter sound fluency. A single-subject multiplebaseline design across sets of unknown letter sounds was used to evaluate the effect of IR on letter-sound expression and fluency. Although visual analysis of the data showed an increase in level and trend for the kindergarten participant, data were variable for the first grade participant who was referred for special education services during the intervention. Mean percentage of non-overlapping data (PND) was 94% for the kindergarten student and 98% for the first grade student. Although both learners made increases in letter sound expression and fluency, the intervention was 17 weeks in duration. Future research should examine both the effectiveness and efficiency of IR, as compared to other interventions, for increasing letter-sound knowledge of English learners.

Original languageEnglish (US)
Pages (from-to)71-92
Number of pages22
JournalEducation and Treatment of Children
Volume38
Issue number1
DOIs
StatePublished - Feb 1 2015

Fingerprint

Dive into the research topics of 'Using incremental rehearsal to teach letter sounds to english language learners'. Together they form a unique fingerprint.

Cite this