Incremental Rehearsal
Study: Matchett & Burns (2009)

Summary

A student is presented with flashcards containing unknown items added in to a group of known items. Presenting known information along with unknown can increase retention of the newly learned items, behavioral momentum and resulting time on task. Research shows that this technique can be used with sight/vocabulary words, simple math facts, letter names, and survival words/signs.

Target Grades:
Age 3-5, K, 1, 2, 3, 4, 5, 6, 7, 8
Target Populations:
  • Students with learning disabilities
  • Students with intellectual disabilities
  • Any student at risk for academic failure
Area(s) of Focus:
  • Alphabet knowledge
  • Fluency
  • Computation
Where to Obtain:
James Tucker
The intervention is an instructional technique that is available to anyone.
The intervention is listed on several websites including: http://ebi.missouri.edu/?s=incremental+rehearsal and http://interventioncentral.com/academic-interventions/math-facts/math-computation-promote
Initial Cost:
Free
Replacement Cost:
Free

Incremental Rehearsal is a non-commercial intervention and, therefore, does not have a formal pricing plan.

Staff Qualified to Administer Include:
  • Special Education Teacher
  • General Education Teacher
  • Reading Specialist
  • Math Specialist
  • Interventionist
  • Student Support Services Personnel (e.g., counselor, social worker, school psychologist, etc.)
  • Paraprofessional
  • Other:
Training Requirements:
Training not required


The technique is described in two places. There is an unpublished document (Tucker, 1988) that is available for free from the author. It is also described in Tucker & Burns (2016), which is available for free to members of the National Association of School Psychologists. The technique has also been described in the dozens of articles that have been published about it.

Access to Technical Support:
Not available
Recommended Administration Formats Include:
  • Individual students
Minimum Number of Minutes Per Session:
10
Minimum Number of Sessions Per Week:
3
Minimum Number of Weeks:
10
Detailed Implementation Manual or Instructions Available:
No
Is Technology Required?
No technology is required.

Program Information

Descriptive Information

Please provide a description of program, including intended use:

A student is presented with flashcards containing unknown items added in to a group of known items. Presenting known information along with unknown can increase retention of the newly learned items, behavioral momentum and resulting time on task. Research shows that this technique can be used with sight/vocabulary words, simple math facts, letter names, and survival words/signs.

The program is intended for use in the following age(s) and/or grade(s).

not selected Age 0-3
selected Age 3-5
selected Kindergarten
selected First grade
selected Second grade
selected Third grade
selected Fourth grade
selected Fifth grade
selected Sixth grade
selected Seventh grade
selected Eighth grade
not selected Ninth grade
not selected Tenth grade
not selected Eleventh grade
not selected Twelth grade


The program is intended for use with the following groups.

not selected Students with disabilities only
selected Students with learning disabilities
selected Students with intellectual disabilities
not selected Students with emotional or behavioral disabilities
not selected English language learners
selected Any student at risk for academic failure
not selected Any student at risk for emotional and/or behavioral difficulties
not selected Other
If other, please describe:

ACADEMIC INTERVENTION: Please indicate the academic area of focus.

Early Literacy

not selected Print knowledge/awareness
selected Alphabet knowledge
not selected Phonological awareness
not selected Phonological awarenessEarly writing
not selected Early decoding abilities
not selected Other

If other, please describe:

Language

not selected Expressive and receptive vocabulary
not selected Grammar
not selected Syntax
not selected Listening comprehension
not selected Other
If other, please describe:

Reading

not selected Phonological awareness
not selected Phonics/word study
not selected Comprehension
selected Fluency
not selected Vocabulary
not selected Spelling
not selected Other
If other, please describe:

Mathematics

selected Computation
not selected Concepts and/or word problems
not selected Whole number arithmetic
not selected Comprehensive: Includes computation/procedures, problem solving, and mathematical concepts
not selected Algebra
not selected Fractions, decimals (rational number)
not selected Geometry and measurement
not selected Other
If other, please describe:

Writing

not selected Handwriting
not selected Spelling
not selected Sentence construction
not selected Planning and revising
not selected Other
If other, please describe:

BEHAVIORAL INTERVENTION: Please indicate the behavior area of focus.

Externalizing Behavior

not selected Physical Aggression
not selected Verbal Threats
not selected Property Destruction
not selected Noncompliance
not selected High Levels of Disengagement
not selected Disruptive Behavior
not selected Social Behavior (e.g., Peer interactions, Adult interactions)
not selected Other
If other, please describe:

Internalizing Behavior

not selected Depression
not selected Anxiety
not selected Social Difficulties (e.g., withdrawal)
not selected School Phobia
not selected Other
If other, please describe:

Acquisition and cost information

Where to obtain:

Address
The intervention is an instructional technique that is available to anyone.
Phone Number
Website
The intervention is listed on several websites including: http://ebi.missouri.edu/?s=incremental+rehearsal and http://interventioncentral.com/academic-interventions/math-facts/math-computation-promote

Initial cost for implementing program:

Cost
$0.00
Unit of cost

Replacement cost per unit for subsequent use:

Cost
$0.00
Unit of cost
Duration of license

Additional cost information:

Describe basic pricing plan and structure of the program. Also, provide information on what is included in the published program, as well as what is not included but required for implementation (e.g., computer and/or internet access)

Incremental Rehearsal is a non-commercial intervention and, therefore, does not have a formal pricing plan.

Program Specifications

Setting for which the program is designed.

selected Individual students
not selected Small group of students
not selected BI ONLY: A classroom of students

If group-delivered, how many students compose a small group?

  

Program administration time

Minimum number of minutes per session
10
Minimum number of sessions per week
3
Minimum number of weeks
10
not selected N/A (implemented until effective)

If intervention program is intended to occur over less frequently than 60 minutes a week for approximately 8 weeks, justify the level of intensity:
The upper range for dosage would be 15 minutes per session, 4 times per week, which amounts to 60 minutes a week.

Does the program include highly specified teacher manuals or step by step instructions for implementation?
No

BEHAVIORAL INTERVENTION: Is the program affiliated with a broad school- or class-wide management program?

If yes, please identify and describe the broader school- or class-wide management program:

Does the program require technology?
No

If yes, what technology is required to implement your program?
not selected Computer or tablet
not selected Internet connection
not selected Other technology (please specify)

If your program requires additional technology not listed above, please describe the required technology and the extent to which it is combined with teacher small-group instruction/intervention:

Training

How many people are needed to implement the program ?

Is training for the instructor or interventionist required?
No
If yes, is the necessary training free or at-cost?

Describe the time required for instructor or interventionist training:
Training not required

Describe the format and content of the instructor or interventionist training:

What types or professionals are qualified to administer your program?

selected Special Education Teacher
selected General Education Teacher
selected Reading Specialist
selected Math Specialist
not selected EL Specialist
selected Interventionist
selected Student Support Services Personnel (e.g., counselor, social worker, school psychologist, etc.)
not selected Applied Behavior Analysis (ABA) Therapist or Board Certified Behavior Analyst (BCBA)
selected Paraprofessional
not selected Other

If other, please describe:

Does the program assume that the instructor or interventionist has expertise in a given area?
No   

If yes, please describe: 


Are training manuals and materials available?
Yes

Describe how the training manuals or materials were field-tested with the target population of instructors or interventionist and students:
The technique is described in two places. There is an unpublished document (Tucker, 1988) that is available for free from the author. It is also described in Tucker & Burns (2016), which is available for free to members of the National Association of School Psychologists. The technique has also been described in the dozens of articles that have been published about it.

Do you provide fidelity of implementation guidance such as a checklist for implementation in your manual?
No

Can practitioners obtain ongoing professional and technical support?
No

If yes, please specify where/how practitioners can obtain support:

Summary of Evidence Base

Please identify, to the best of your knowledge, all the research studies that have been conducted to date supporting the efficacy of your program, including studies currently or previously submitted to NCII for review. Please provide citations only (in APA format); do not include any descriptive information on these studies. NCII staff will also conduct a search to confirm that the list you provide is accurate.

Beck, M., Burns, M. K., & Lau, M. (2009). The effect of preteaching reading skills on the on-task behavior of children identified with behavioral disorders. Behavioral Disorders, 91-99.

Bunn, R., Burns, M. K., Hoffman, H. H., & Newman, C. L. (2005).  Using incremental rehearsal to teach letter identification with a preschool-aged child.   Journal of Evidence Based Practice for Schools, 6, 124-134.

Burns, M. K. (2005).  Using incremental rehearsal to practice multiplication facts with children identified as learning disabled in mathematics computation.  Education and Treatment of Children, 28, 237-249.

Burns, M. K. (2007). Reading at the instructional level with children identified as learning disabled: Potential implications for response-to-intervention. School Psychology Quarterly, 22, 297-313.

Burns, M. K. (2007). Comparison of opportunities to respond within a drill model when rehearsing sight words with a child with mental retardation. School Psychology Quarterly, 22, 250-263.

Burns, M. K., & Boice, C. H. (2009). Comparison of the relationship between words retained and intelligence for three instructional strategies among students with below-average IQ. School Psychology Review, 38, 284-292.

Burns, M. K., Dean, V. J., & Foley, S. (2004).  Preteaching unknown key words with incremental rehearsal to improve reading fluency and comprehension with children identified as reading disabled.  Journal of School Psychology, 42, 303-314.

Burns, M. K., Hodgson, J., Parker, D. C., & Fremont, K. (2011). Comparison of the effectiveness and efficiency of text previewing and preteaching keywords as small-group reading comprehension strategies with middle school students. Literacy Research and Instruction, 50, 241-252. 

Burns, M. K., & Kimosh, A. (2005).  Using incremental rehearsal to teach sight-words to adult students with moderate mental retardation.  Journal of Evidence Based Practices for Schools, 6, 135-148.

Burns, M. K., & Sterling‐Turner, H. E. (2010). Comparison of efficiency measures for academic interventions based on acquisition and maintenance. Psychology in the Schools, 47, 126-134.

Burns, M. K., Zaslofsky, A. F., Kanive, R., & Parker, D. C. (2012). Meta-analysis of incremental rehearsal: Using phi coefficients to compare single-case and group designs. Journal of Behavioral Education, 21, 185-202.

Codding, R. S., Archer, J., & Connell, J. (2010). A systematic replication and extension of using incremental rehearsal to improve multiplication skills: An investigation of generalization. Journal of Behavioral Education, 19, 93-105.

DuBois, M. R., Volpe, R. J., Burns, M. K., & Hoffman, J. A. (2016). Parent-administered computer-assisted tutoring targeting letter-sound knowledge: Evaluation via multiple-baseline across three preschool students. Journal of School Psychology, 59, 39-53.

DuBois, M. R., Volpe, R. J., & Hemphill, E. M. (2014). A randomized trial of a computer-assisted tutoring program targeting letter-sound expression. School Psychology Review, 43, 210-221.

Joseph, L., Eveleigh, E., Konrad, M., Neef, N., & Volpe, R. (2012). Comparison of the efficiency of two flashcard drill methods on children's reading performance. Journal of Applied School Psychology, 28, 317-337.

Joseph, L. M., & Schisler, R. A. (2007). Getting the “Most bang for your buck.” Comparison of the effectiveness and efficiency of phonic and whole word reading techniques during repeated reading lessons. Journal of Applied School Psychology, 24, 69-90.

Klingbeil, D. A., Moeyaert, M., Archer, C. T., Chimboza, T. M., & Zwolski Jr, S. A. (2017). Efficacy of peer-mediated incremental rehearsal for English language learners. School Psychology Review, 46, 122-140.

Kupzyk, S., Daly, E. J., & Andersen, M. N. (2011). A comparison of two flash-card methods for improving sight-word reading. Journal of Applied Behavior Analysis, 44, 781-792.

Kwong, E., & Burns, M. K. (in press). Preliminary study of the effect of incremental rehearsal with a morphological component for teaching Chinese character recognition. School Psychology International.

MacQuarrie-Klender, L. L., Tucker, J. A., Burns, M. K., & Hartman, B.  (2002).  Comparison of retention rates using traditional, Drill Sandwich, and Incremental Rehearsal flashcard methods.  School Psychology Review, 31, 584-595.

Malloy, K. J., Gilbertson, D., & Maxfiled, J. (2007). Using brief experimental analysis for selecting reading interventions for English language learners. School Psychology Review, 36, 291 – 310.

Matchett, D. L., & Burns, M. K. (2009). Increasing word recognition fluency with an English language learner. Journal of Evidence Based Practices in Schools, 10, 194-209.

Mulé, C. M., Volpe, R. J., Fefer, S., Leslie, L. K., & Luiselli, J. (2015). Comparative effectiveness of two sight-word reading interventions for a student with autism spectrum disorder. Journal of Behavioral Education, 24, 304-316.

Nist, L., & Joseph, L. M. (2008). Effectiveness and efficiency of flashcard drill instructional methods on urban first-graders' word recognition, acquisition, maintenance, and generalization. School Psychology Review, 37, 294-308.

Petersen-Brown, S., & Burns, M. K. (2011). Adding a vocabulary component to incremental rehearsal to enhance retention and generalization. School Psychology Quarterly, 26, 245-255.

Peterson, M., Brandes, D., Kunkel, A., Wilson, J., Rahn, N. L., Egan, A., & McComas, J. (2014). Teaching letter sounds to kindergarten English language learners using incremental rehearsal. Journal of School Psychology, 52, 97-107.

Rahn, N. L., Wilson, J., Egan, A., Brandes, D., Kunkel, A., Peterson, M., & McComas, J. (2015). Using incremental rehearsal to teach letter sounds to English language learners. Education and Treatment of Children, 38, 71-91.

Scholin, S. E., Zaslofsky, A., Burns, M. K., Hall, M., Varma, S., & Volpe, R. J. (2016). Examining the use of spacing effect to increase the efficiency of Incremental Rehearsal. Psychology in the Schools, 53, 404-415.

Swehla, S. E., Burns, M. K., Zaslofsky, A. F., Hall, M. S., Varma, S., & Volpe, R. J. (2016). Examing the use of spacing effect to increase the efficiency of incremental rehearsal. Psychology in the Schools, 53, 404-415.

Szadokierski, I., & Burns, M. K. (2008). Analogue evaluation of the effects of opportunities to respond and ratios of known items within drill rehearsal of Esperanto words. Journal of School Psychology, 46, 593-609.

Volpe, R. J., Burns, M. K., DuBois, M., & Zaslofsky, A. F. (2011). Computer-assisted tutoring: Teaching letter sounds to kindergarten students using incremental rehearsal. Psychology in the Schools, 48, 332-342.

Zaslofski, A., Scholin, S. E., Burns, M. K., & Varma. S. (2016). Comparison of opportunities to respond and generation effect as potential causal mechanisms for incremental rehearsal with multiplication combinations. Journal of School Psychology, 55, 71-78

Study Information

Study Citations

Matchett, D. L. & Burns, M. K. (2009). Increasing word recognition fluency with an English language learner. Journal of Evidence Based Practices in Schools, 10(2) 194-209.

Participants Full Bobble

Describe how students were selected to participate in the study:
The participant was selected because she was an English language learner who was also experiencing reading difficulties.

Describe how students were identified as being at risk for academic failure (AI) or as having emotional/behavioral difficulties (BI):
The participants scored below the 15th percentile on the Measures of Academic Progress, which was a group-administered screener for reading. She also read 38 words per minute on a grade-level curriculum-based measure of reading, which was below the 25th percentile on a national norm.

ACADEMIC INTERVENTION: What percentage of participants were at risk, as measured by one or more of the following criteria:
  • below the 30th percentile on local or national norm, or
  • identified disability related to the focus of the intervention?
100.0%

BEHAVIORAL INTERVENTION: What percentage of participants were at risk, as measured by one or more of the following criteria:
  • emotional disability label,
  • placed in an alternative school/classroom,
  • non-responsive to Tiers 1 and 2, or
  • designation of severe problem behaviors on a validated scale or through observation?
%

Provide a description of the demographic and other relevant characteristics of the case used in your study (e.g., student(s), classroom(s)).

Case (Name or number) Age/Grade Gender Race / Ethnicity Socioeconomic Status Disability Status ELL status Other Relevant Descriptive Characteristics
test test test test test test test test

Design Full Bobble

Please describe the study design:
The study used a multiple-baseline across stimulus sets design. The study was conducted using fluency of sight word recognition as the dependent variable. A series of 1-minute timings was conducted with the 300 high frequency word list each week before implementing the intervention. The entire word list was written on 3 X 5 index cards, with one word on each card, and clustered into three groups of 100 words that were randomly ordered (shuffled). The first group was the 100 most frequently used words, then the next 100 in group two, and the third group was the third 100. To begin the intervention Elena was taught words from the first 100 words. Instruction in the second 100 words started after 6 weeks and instruction in the third 100 started after 7 weeks (1 week after starting the second 100). This staggered implementation was used to meet requirements of a multiple baseline design and to provide enough baseline data. While Elena was mastering word list 1, the examiner concurrently collected baseline data on the second and third word lists in a randomly selected order of presentation.

Clarify and provide a detailed description of the treatment in the submitted program/intervention:
Words for the study were obtained from a frequently used word list (Fry, Kress, & Fountoukidis, 2000). Before beginning the intervention the words from the first 300 most frequently used words were presented to the student to assess if they were known or unknown. Each word was hand printed on a 3 X 5 index card in black ink using a landscape orientation, and was presented to the child one at a time. If the word was correctly stated within 3 seconds of presentation and then used correctly within a sentence (i.e., used in grammatically correct sentence with correct syntactic and semantic properties), it was counted as known. However, if the child did not correctly state the word within 3 seconds, it was identified as an unknown word. Words that the child could orally state within 3 seconds but for which the child did not provide a correct sentence were excluded from the study. Assessing whether or not the student could use the word in a sentence was done to determine if she understood the meaning of the word. After identifying nine known words and one unknown word from the schools frequently used word list, the researcher taught the unknown words with Tucker’s (1989) Incremental Rehearsal (IR) model. Subsequent unknown words were found by randomly selecting a word from the pool of unknown words and repeating the process mentioned above to assure that the word was still unknown. Elena was taught the unknown words once per week in sessions that lasted approximately 15 minutes. Incremental Rehearsal (IR) is a drill technique that teaches unknown words using a ratio of one unknown word to nine known words. The first unknown word was presented and verbally stated with correct pronunciation. Next, the student was asked to restate the word aloud and then to use that word correctly in a sentence. The student was either praised for the sentence or the researcher provided the definition and used the word correctly in a sentence. The student was then asked to verbally use the word in a different sentence. Lastly, the unknown word was rehearsed with a known sequence of 90 % to 10 % unknown (MacQuarrie, et al. 2002). The unknown word was then treated as the first known word, the ninth known word was removed and a new unknown word was introduced. If the child made an error while rehearsing a word (i.e., did not say the correct pronunciation within 3 seconds), then the researcher orally stated the correct pronunciation and started the rehearsal sequence over again. This procedure was repeated until the student made three errors while rehearsing one new item (Burns, 2001). Therefore, the number of words taught during any one session varied, but ranged from three to six.

Clarify what procedures occurred during the control/baseline condition (third, competing conditions are not considered; if you have a third, competing condition [e.g., multi-element single subject design with a third comparison condition], in addition to your control condition, identify what the competing condition is [data from this competing condition will not be used]):
The baseline condition was business as usual, but baseline data were also collected. While Elena was mastering word list 1, the examiner concurrently collected baseline data on the second and third word lists in a randomly selected order of presentation.

Please describe how replication of treatment effect was demonstrated (e.g., reversal or withdrawal of intervention, across participants, across settings)
Replication was demonstrated across word sets with three word sets.

Please indicate whether (and how) the design contains at least three demonstrations of experimental control (e.g., ABAB design, multiple baseline across three or more participants).
The study used a multiple baseline across words sets. There were three sets of words that were taught, which allowed for three demonstrations of effect.

If the study is a multiple baseline, is it concurrent or non-concurrent?
Concurrent

Fidelity of Implementation Half Bobble

How was the program delivered?
selected Individually
not selected Small Group
not selected Classroom

If small group, answer the following:

Average group size
Minimum group size
Maximum group size

What was the duration of the intervention (If duration differed across participants, settings, or behaviors, describe for each.)?

Condition A
Weeks
10.00
Sessions per week
1.00
Duration of sessions in minutes
15.00
Condition B
Weeks
Sessions per week
Duration of sessions in minutes
Condition C
Weeks
Sessions per week
Duration of sessions in minutes
What were the background, experience, training, and ongoing support of the instructors or interventionists?
The interventionist was a female graduate student in school psychology. She was trained in incremental rehearsal as part of a school psychology graduate intervention course taught by the second author. The training included demonstration of the intervention, rehearsal, observation of a video on the implementation, and practice with peers during class until reaching mastery.

Describe when and how fidelity of treatment information was obtained.
On two occasions (20%), spaced across the intervention sessions, the second author observed the session to assess treatment integrity of the incremental rehearsal protocol. An implementation checklist was used that contained 15 implementation steps.

What were the results on the fidelity-of-treatment implementation measure?
The results of the fidelity observation found that the researcher implemented the intervention properly 100 % of the time on those two sessions.

Was the fidelity measure also used in baseline or comparison conditions?
The results of the fidelity observation found that the researcher implemented the intervention properly 100 % of the time on those two sessions.

Measures and Results

Measures Targeted : Full Bobble
Measures Broader : Dash

Study measures are classified as targeted, broader, or administrative data according to the following definitions:

  • Targeted measures
    Assess outcomes, such as competencies or skills, that the program was directly targeted to improve.
    • In the academic domain, targeted measures typically are not the very items taught but rather novel items structured similarly to the content addressed in the program. For example, if a program taught word-attack skills, a targeted measure would be decoding of pseudo words. If a program taught comprehension of cause-effect passages, a targeted measure would be answering questions about cause-effect passages structured similarly to those used during intervention, but not including the very passages used for intervention.
    • In the behavioral domain, targeted measures evaluate aspects of external or internal behavior the program was directly targeted to improve and are operationally defined.
  • Broader measures
    Assess outcomes that are related to the competencies or skills targeted by the program but not directly taught in the program.
    • In the academic domain, if a program taught word-level reading skill, a broader measure would be answering questions about passages the student reads. If a program taught calculation skill, a broader measure would be solving word problems that require the same kinds of calculation skill taught in the program.
    • In the behavioral domain, if a program taught a specific skill like on-task behavior in one classroom, a broader measure would be on-task behavior in another setting.
  • Administrative data measures apply only to behavioral intervention tools and are measures such as office discipline referrals (ODRs) and graduation rates, which do not have psychometric properties as do other, more traditional targeted or broader measures.
Targeted Measure Reverse Coded? Evidence Relevance
Targeted Measure 1 Yes A1 A2
Broader Measure Reverse Coded? Evidence Relevance
Broader Measure 1 Yes A1 A2
Administrative Data Measure Reverse Coded? Relevance
Admin Measure 1 Yes A2
If you have excluded a variable or data that are reported in the study being submitted, explain the rationale for exclusion:

Results Full Bobble

Describe the method of analyses you used to determine whether the intervention condition improved relative to baseline phase (e.g., visual inspection, computation of change score, mean difference):
Data were visually analyzed and with percentage of non-overlapping data.

Please present results in terms of within and between phase patterns. Data on the following data characteristics must be included: level, trend, variability, immediacy of the effect, overlap, and consistency of data patterns across similar conditions. Submitting only means and standard deviations for phases is not sufficient. Data must be included for each outcome measure (targeted, broader, and administrative if applicable) that was described above.
Elena increased her word recognition fluency across the three sets of stimuli. There was an immediate change in level to two of the word sets, with a more gradual but continual improvement for the first 100 words. Her baseline data for all three sets were stable with a level or slightly negative trend. Once the reading intervention was implemented the number of sight words increased. The median baseline scores were 47, 41.5, and 22 on word list 1, 2, and 3. Median intervention scores were 59, 53 and 44 respectively on each word list. The scores increased by 21, 18.5, and 35 words per minute on the three word lists between the median baseline point and the final intervention point. Data were also analyzed using percentage of non-overlapping data, by computing the percentage of data points that did not overlap between the baseline and treatment phases. Elena’s data points did not overlap 83% in word list 1 and 100% in word lists 2 and 3. There was an upward trend after the intervention started for two of the word sets, with a level trend for the third data set. All three sets of data show a positive effect for the intervention.

Additional Research

Is the program reviewed by WWC or E-ESSA?
No
Summary of WWC / E-ESSA Findings :

What Works Clearinghouse Review

This program was not reviewed by What Works Clearinghouse.

 

Evidence for ESSA

This program was not reviewed by Evidence for ESSA.

How many additional research studies are potentially eligible for NCII review?
9
Citations for Additional Research Studies :

Bunn, R., Burns, M. K., Hoffman, H. H. & Newman, C. J. (2005). Using Incremental Rehearsal to Teach Letter Identification with a Preschool-Aged Child. Journal of Evidence-Based Practice for Schools, 6, 124-134.

Burns, M. K. (2007). Comparison of Opportunities to Respond within a Drill Model when Rehearsing Sight Words with a Child with Mental Retardation. School Psychology Quarterly22, 250-263.

Burns, M. K., Dean, V. J., & Foley, S. (2004). Preteaching Unknown Key Words with Incremental Rehearsal to Improve Reading Fluency and Comprehension with Children Identified as Reading Disabled. Journal of School Psychology, 42, 303-314.

DuBois, M. R., Volpe, R. J., & Hemphill, E. M. (2014). A randomized trial of a computer-assisted tutoring program targeting letter-sound expression. School Psychology Review, 43, 210-221.

DuBois, M. R., Volpe, R. J., Burns, M. K., & Hoffman, J. A. (2016). Parent-administered computer-assisted tutoring targeting letter-sound knowledge: Evaluation via multiple-baseline across three preschool students. Journal of School Psychology, 59, 39-53.

Klingbeil, D. A., Moeyaert, M., Archer, C. T., Chimboza, T. M., & Zwolski Jr, S. A. (2017). Efficacy of peer-mediated incremental rehearsal for English language learners. School Psychology Review, 46, 122-140.

Kwong, E., & Burns, M. K. (in press). Preliminary study of the effect of incremental rehearsal with a morphological component for teaching Chinese character recognition. School Psychology International.

Malloy, K. J., Gilbertson, D., & Maxfiled, J. (2007). Using brief experimental analysis for selecting reading interventions for English language learners. School Psychology Review, 36, 291 – 310.

Rahn, N. L., Wilson, J., Egan, A., Brandes, D., Kunkel, A., Peterson, M., & McComas, J. (2015). Using incremental rehearsal to teach letter sounds to English language learners. Education and Treatment of Children, 38, 71-91.

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