Using Incremental Rehearsal to Teach Letter Sounds to English Language Learners

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 eval...

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Bibliographic Details
Published in:Education & treatment of children 2015-02, Vol.38 (1), p.71-91
Main Authors: Rahn, Naomi L., Wilson, Jennifer, Egan, Andrea, Brandes, Dana, Kunkel, Amy, Peterson, Meredith, McComas, Jennifer
Format: Article
Language:English
Subjects:
Drills (Practice)
Elementary School Students
Emergent Literacy
English (Second language)
English as a second language
English Language Learners
Fidelity
Grade 1
Grade 2
Graduate students
Interrater Reliability
Intervention
Kindergarten
Kindergarten students
Learning
Literacy
Methods
Minnesota
Minnesota Comprehensive Assessment
Native languages
Noncitizens
Phoneme Grapheme Correspondence
Phonemic Awareness
Phonetics
Phonics
Primary Education
Reading
Reading Comprehension
Reading Fluency
Reading Programs
Reading Tests
Skills
Special Education
Student Evaluation
Studies
Study and teaching
Teaching
United States (Midwest)
Verbal ability
Young Children
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Summary: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.
ISSN:0748-8491
1934-8924
1934-8924
DOI:10.1353/etc.2015.0000