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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.
Authors: Elliott, Tyler-Curtis C. (AUTHOR), Mercado Baez, Alexandra N. (AUTHOR), Ardoin, Scott P. (AUTHOR)
Source: Journal of Behavioral Education. Dec2024, Vol. 33 Issue 4, p965-983. 19p.
Subjects: Group work in education, Research personnel, Teaching methods, Teachers, Rehearsals, Preschool children
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. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Behavioral Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: A Comparison of Individual and Group Strategic Incremental Rehearsal to Teach Letter Identification to Preschoolers.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Behavioral+Education%22">Journal of Behavioral Education</searchLink>. Dec2024, Vol. 33 Issue 4, p965-983. 19p.
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  Data: 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. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Behavioral Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1007/s10864-023-09518-4
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        Text: English
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      – SubjectFull: Teaching methods
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      – SubjectFull: Teachers
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              Text: Dec2024
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