Reading proficiency is characterized by development of the five core areas of reading. Deficits in any area may be addressed through interventions, with the goal of supporting and maintaining student skills. Remediation of reading skills is best supported through the use of evidence-based practices. However, not all core reading areas have a sufficient level of verified and well-supported efficacy of interventions. In particular, vocabulary skill building interventions is an area with limited research compared to other areas of reading. Specifically, Flashcard interventions, such as Incremental Rehearsal (IR), are areas where research may add to the range of supported interventions for use in schools. IR is suggested to target not only vocabulary knowledge, but improved fluency, and comprehension of reading material. An original study was developed and implemented to compare the effects of various modifications of IR ratios (1:1 and 3:7), and no support, on outcome measures of reading fluency, comprehension, and overall vocabulary acquisition. Three participants were involved in concurrent intervention and baseline sessions according to an adapted alternating treatment design. Overall, findings suggest greater impact of IR when employed under a 1:1 ratio over 3:7 ratio across all outcome measures, and for across all participants.
|Commitee:||Hupp, Stephen, McKenney, Elizabeth|
|School:||Southern Illinois University at Edwardsville|
|School Location:||United States -- Illinois|
|Source:||MAI 55/06M(E), Masters Abstracts International|
|Subjects:||Educational tests & measurements, Educational psychology, Literacy, Reading instruction|
|Keywords:||Comprehension, Fluency, Incremental rehearsal, RTI, Ratio, Vocabulary|
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