A Comparison of Individual and Group Strategic Incremental Rehearsal to Teach Letter Identification to Preschoolers
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| Title: | A Comparison of Individual and Group Strategic Incremental Rehearsal to Teach Letter Identification to Preschoolers |
|---|---|
| Language: | English |
| Authors: | Tyler-Curtis C. Elliott (ORCID |
| Source: | Journal of Behavioral Education. 2024 33(4):965-983. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Alphabets, Small Group Instruction, Repetition, Instructional Effectiveness, Individual Instruction, Time Factors (Learning) |
| DOI: | 10.1007/s10864-023-09518-4 |
| ISSN: | 1053-0819 1573-3513 |
| Abstract: | One flashcard teaching method used to teach discrete academic skills is strategic incremental rehearsal (SIR). Although the evidence for SIR is strong, no studies have evaluated the effectiveness and efficiency of SIR when used in a small-group format. The current study used a combinatorial design using a multiple baseline with an embedded adapted alternating treatments design to comparatively evaluate the effects of SIR used in a small group (Group SIR) and individual context (Individual SIR). Researchers focused on teaching letter identification skills to three preschool children. The results indicated that although Group SIR was an effective procedure for all three participants, the Individual SIR procedure resulted in slightly more efficient learning. However, when taking into account the additional teacher time needed to conduct 1-1 instruction, the results suggest that when multiple students must be taught a skill, Group SIR may be more time efficient. The results of post-test probes demonstrated that the skills learned in SIR generalized to other behaviors (receptive identification), other people (teachers), and other stimuli (letters presented on a worksheet). Future researchers should systematically replicate these results with different populations and skills. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1450721 |
| Database: | ERIC |
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| Abstract: | One flashcard teaching method used to teach discrete academic skills is strategic incremental rehearsal (SIR). Although the evidence for SIR is strong, no studies have evaluated the effectiveness and efficiency of SIR when used in a small-group format. The current study used a combinatorial design using a multiple baseline with an embedded adapted alternating treatments design to comparatively evaluate the effects of SIR used in a small group (Group SIR) and individual context (Individual SIR). Researchers focused on teaching letter identification skills to three preschool children. The results indicated that although Group SIR was an effective procedure for all three participants, the Individual SIR procedure resulted in slightly more efficient learning. However, when taking into account the additional teacher time needed to conduct 1-1 instruction, the results suggest that when multiple students must be taught a skill, Group SIR may be more time efficient. The results of post-test probes demonstrated that the skills learned in SIR generalized to other behaviors (receptive identification), other people (teachers), and other stimuli (letters presented on a worksheet). Future researchers should systematically replicate these results with different populations and skills. |
|---|---|
| ISSN: | 1053-0819 1573-3513 |
| DOI: | 10.1007/s10864-023-09518-4 |
