Efficiency of Oral Incremental Rehearsal versus Written Incremental Rehearsal on Students' Rate, Retention, and Generalization of Spelling Words

Autor/inn/en	Garcia, Dru; Joseph, Laurice M.; Alber-Morgan, Sheila; Konrad, Moira
Titel	Efficiency of Oral Incremental Rehearsal versus Written Incremental Rehearsal on Students' Rate, Retention, and Generalization of Spelling Words
Quelle	In: School Psychology Forum, 8 (2014) 2, S.113-129 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-2243
Schlagwörter	Elementary School Students; Spelling; Grade 2; Grade 1; Teaching Methods; Drills (Practice); Accuracy; Oral Language; Written Language; Program Effectiveness; Maintenance; Generalization; Achievement Tests; Ohio; Kaufman Test of Educational Achievement + Suchen Sie Ihr Suchwort? Schreibweise; School year 02; 2. Schuljahr; Schuljahr 02; School year 01; 1. Schuljahr; Schuljahr 01; Teaching method; Lehrmethode; Unterrichtsmethode; Oral interpretation; Mündlicher Sprachgebrauch; Geschriebene Sprache; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Schulleistung
Abstract	The purpose of this study was to examine the efficiency of an incremental rehearsal oral versus an incremental rehearsal written procedure on a sample of primary grade children's weekly spelling performance. Participants included five second and one first grader who were in need of help with their spelling according to their teachers. An alternating treatment design was used to compare incremental rehearsal oral with incremental rehearsal written instructional conditions. Accuracy, rate, retention, and generalization measures were used to determine which incremental rehearsal method was most efficient for helping these children practice spelling words. Overall, findings revealed that the oral incremental rehearsal was most efficient as children spelled words at higher rates under that instructional condition. On maintenance and generalization probes, children demonstrated similar spelling performance on the words that were taught in respective incremental rehearsal conditions. Implications for practitioners with regard to helping children practice their weekly spelling words are provided. (As Provided).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01