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Examining the Efficiency of Incremental Rehearsal Oral and Written Procedures for Spelling

Garcia, Dru E.

Abstract Details

2012, Doctor of Philosophy, Ohio State University, EDU Physical Activity and Educational Services.
The ability to spell words correctly is a skill that is necessary for success in school and adult life. Mastery of spelling skills continues to be difficult for a significant number of students. Students with spelling difficulties need to be identified early and receive proper instruction in order to catch up with their peers. The current educational environment, with large class sizes and many curricular demands, results in the need for spelling interventions that are both effective and efficient. Research is needed to identify techniques that aid in the acquisition of spelling skills and that deliver meaningful improvements in an efficient manner. Several studies have revealed that the incremental rehearsal technique within a drill exercise can render positive outcomes and high retention rates of learning. Incremental rehearsal has been effective for helping students improve on word recognition and math facts. There have been no studies that have examined the effects of incremental rehearsal on spelling performance. Moreover, there have not been any studies that examined different topographies of response with the incremental rehearsal procedure. Different topographies of responding, such as a written response versus an oral response, may significantly influence the efficiency of an intervention. The following study aimed to determine the effectiveness and efficiency of two incremental rehearsal spelling interventions, specifically, incremental rehearsal oral intervention and incremental rehearsal written intervention. The study will compare these two types of incremental rehearsal methods on students’ acquisition of spelling words and the rate of spelling words. Specifically, the study examined acquisition, rate, delayed recall and generalization. It examines the use of incremental rehearsal for teaching spelling across two response topographies. Results of the study indicated positive effects for both instructional conditions. Both incremental rehearsal procedures used within a spelling context resulted in an increase in spelling performance for students. Both conditions were effective, yet incremental rehearsal oral resulted in faster learning rates. In terms of social validity, an equal number of students preferred oral and written incremental rehearsal methods.
Laurice Joseph (Committee Chair)
Moira Konrad (Committee Co-Chair)
Sheila Morgan (Committee Co-Chair)
200 p.

Recommended Citations

Citations

  • Garcia, D. E. (2012). Examining the Efficiency of Incremental Rehearsal Oral and Written Procedures for Spelling [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1335832759

    APA Style (7th edition)

  • Garcia, Dru. Examining the Efficiency of Incremental Rehearsal Oral and Written Procedures for Spelling. 2012. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1335832759.

    MLA Style (8th edition)

  • Garcia, Dru. "Examining the Efficiency of Incremental Rehearsal Oral and Written Procedures for Spelling." Doctoral dissertation, Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1335832759

    Chicago Manual of Style (17th edition)