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Reading Intervention: Incremental Rehearsal

Reading Intervention: Incremental Rehearsal. Steven Malm , B.S. The Case. Subject: Alan – 5 year old Caucasian male Grade: Kindergarten Reason for Referral: Alan cannot identify or name letters of the alphabet. Baseline assessment suggests that Alan has mastery of…

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Reading Intervention: Incremental Rehearsal

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  1. Reading Intervention:Incremental Rehearsal Steven Malm, B.S.

  2. The Case • Subject: Alan – 5 year old Caucasian male • Grade: Kindergarten • Reason for Referral: Alan cannot identify or name letters of the alphabet. • Baseline assessment suggests that Alan has mastery of… • 5 upper-case letters (A, B, C, D, E) • 3 lower-case letters (A, C, E) • Mastery defined as ability to correctly name letter with 80% accuracy (4 out of 5).

  3. Goal of Intervention At the end of the intervention, Alan will be able to name all 26 upper-case and all 26 lower-case letters Intervention duration: 3 weeks Intervention frequency: 5 days/week, 15 minutes Ambitious goal: 10 upper- and lower-case letters mastered/week (20 per week) Realistic goal: 8 upper- and lower-case letters mastered/week (16 per week)

  4. Intervention Plan • Intervention Name: Incremental Rehearsal (Burns, 2005) • Overview: Student is presented with flashcards containing some unknown letters with a group of mastered letters. Presenting mastered letters alongside unknown letters can increase retention. • Materials needed: • Letter flashcards (all 52 upper- and lower-case letters) • Sheet of paper • Pencil

  5. The Process • Start point: 8 mastered vs. 1 unknown • A, B, C, D, E • a, b, c, e • First 10 minutes: Direct Instruction • Show Alan the first unknown card and have him attempt to identify the letter, providing feedback as necessary • Show Alan the first mastered care and have him identify the letter • Show Alan original unknown card and have him attempt to identify the letter

  6. The Process (Cont.) • Follow this sequence: • Unknown, mastered • Unknown, mastered, mastered • Unknown, mastered, mastered, mastered • Unknown, mastered, mastered, mastered, mastered • Etc. until child names the Unknown correctly twice in a row. • Add that letter to the mastered pile and select a new letter from the unknown pile • Start sequence with new unknown letter

  7. The Process (Cont.) • Last 5 minutes: Mastery Assessment • Shuffle all cards used during direct instruction • Have Alan name each letter as they are presented • Record letters read correctly/incorrectly on sheet of paper • Repeat for a total of 5x • Unknowns presented during direct instruction that are identified correctly 4 out of the 5 trials are considered mastered. • Letters considered incorrect if it takes >2 seconds to name • Letters not named at 80% accuracy are returned to the unknown pile for the next day • Record number of letters read correctly • Make sure you also keep track of which letters are read

  8. Baseline Procedures • Baseline was established using same mastery assessment outlined in previous slide. • Assessed upper- and lower-case separately. • Upper case letters presented 5 times per day for 3 days • Lower case letters presented 5 times per day for 3 days • The number of letters named with 80% accuracy were recorded • Upper- and lower-case letters charted separately. • Also recorded letters that were named correctly to establish mastered letter list • Baseline level determined by the mean of the three points

  9. Progress Monitoring Procedures • Progress monitoring will be continuous • Each day, Alan will complete the Mastery Assessment at the latter half of the intervention. • The interventionist is to record all letters named with 80% accuracy • Record this number on the progress-monitoring chart. • There will be a maximum of 15 data points for progress monitoring (5 days/per week for 3 weeks). • Progress monitoring data will be evaluated at the end of the first week (5 points) to determine if the intervention is effective.

  10. Support for Intervention • Burns (2005) • Incremental Rehearsal is useful for many different skills (letter recognition, simple math facts, vocabulary words, etc.) • Bunn, Burns, Hoffman, Newman (2005) • Case study using Incremental Rehearsal to teach letter recognition to 4-year old student. • Intervention went for 15 minutes every day for 3 weeks. • Child successfully could name every letter of the alphabet within 2 seconds of visual presentation • Results suggests that Incremental Rehearsal is a fast and easy-to-use intervention for letter naming • Burns & Sterling-Turner (2010) • Incremental Rehearsal is highly effective when it comes to information retention

  11. References Bunn, R., Burns, M.K., Hoffman, H.H., & Newman, C.L. (2005). Using incremental rehearsal to teach letter identification to a preschool-age child. Journal of Evidence-Based Practices for Schools, 6(2), 124-133. Burns, M.K. (2005). Using incremental rehearsal to increase fluency of single-digit multiplication facts with children identified as learning disabled in mathematics computation. Education and Treatment of Children, 28, 237-249. Burns, M.K. & Sterling-Turner, H.E. (2010). Comparison of efficiency measures for academic interventions based on acquisition and maintenance. Psychology in the Schools, 47(2), 126-134. DOI: 10.1002/pits.20458

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