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Visual data show increased level and trend for the kindergarten participant, while the first-grade participant showed variable data after referral for special education during intervention. Non-overlapping data indicate strong effects (PND 94% kindergarten, 98% first grade). Intervention lasted 17 weeks.",{"@graph":14,"@context":76},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/education-and-treatment-of-children-vol-38-no-1-incremental-rehearsal-study-on-letter-sounds-for-english-learners/600648/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/education-and-treatment-of-children-vol-38-no-1-incremental-rehearsal-study-on-letter-sounds-for-english-learners/600648.png","ImageObject",300,407,{"name":42,"@type":43},"dhado","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":22},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68,72],{"name":59,"@type":60,"acceptedAnswer":61},"What is the main goal of the study?","Question",{"text":62,"@type":63},"The study examines how incremental rehearsal (IR) affects letter-sound expression and fluency for English learners who are below district benchmarks.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How was the intervention evaluated?",{"text":67,"@type":63},"A single-subject multiple-baseline design was used across sets of unknown letter sounds to assess the impact of IR.",{"name":69,"@type":60,"acceptedAnswer":70},"What were the reported outcomes for the two participants?",{"text":71,"@type":63},"The kindergarten participant showed an increase in level and trend, while the first-grade participant’s data were variable after being referred for special education during the intervention. PND values were 94% (kindergarten) and 98% (first grade).",{"name":73,"@type":60,"acceptedAnswer":74},"Why does the study recommend further research?",{"text":75,"@type":63},"The authors note the IR intervention lasted 17 weeks and suggest future work should examine both effectiveness and efficiency of IR compared with other interventions for improving English learners’ letter-sound knowledge.","https://schema.org",{"og:url":32,"og:type":78,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":80,"canonical":32},"index,follow",{"doc_id":82,"site_id":7},600648,1792091103,{"code":4,"msg":85,"data":86},"success",[87,91,95,98,103,108,113,118,123,126,130],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":96,"slug":97},70,"exam",{"id":99,"doc_module":4,"doc_module_name":25,"category_name":100,"show_sort_weight":101,"slug":102},5,"Comic",60,"comic",{"id":104,"doc_module":4,"doc_module_name":25,"category_name":105,"show_sort_weight":106,"slug":107},6,"Technology",50,"technology",{"id":109,"doc_module":4,"doc_module_name":25,"category_name":110,"show_sort_weight":111,"slug":112},7,"Healthcare",40,"healthcare",{"id":114,"doc_module":4,"doc_module_name":25,"category_name":115,"show_sort_weight":116,"slug":117},8,"Research & Report",30,"research-report",{"id":119,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":121,"slug":122},9,"Religion & Spirituality",20,"religion-spirituality",{"id":121,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":121,"slug":125},"World Cup","world-cup",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":127,"slug":129},10,"Lifestyle","lifestyle",{"id":131,"doc_module":4,"doc_module_name":25,"category_name":132,"show_sort_weight":99,"slug":133},19,"General","general",{"code":4,"msg":85,"data":135},{"doc_id":82,"user_id":136,"nickname":42,"user_avatar":137,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":22,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":143,"language":144,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":12,"update_tm":83,"read_time":148},5909893218464,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","EDUCATION AND TREATMENT OF CHILDREN Vol. 38, No. 1, 2015  \nUsing Incremental Rehearsal to Teach Letter Sounds to English Language Learners  \nNaomi L. Rahn  \nWest Virginia University  \nJennifer Wilson, Andrea Egan, Dana Brandes, Amy Kunkel, Meredith Peterson, Jennifer McComas  \nUniversity of Minnesota  \nAbstract  \nThis study examined the effects of incremental rehearsal (IR) on letter sound expression for one kindergarten and one first grade English learner who were below district benchmark for letter sound fluency. A single-subject multiplebaseline design across sets of unknown letter sounds was used to evaluate the effect of IR on letter-sound expression and fluency. Although visual analysis of the data showed an increase in level and trend for the kindergarten participant, data were variable for the first grade participant who was referred for special education services during the intervention. Mean percentage of non-overlapping data (PND) was 94% for the kindergarten student and 98% for the first grade student. Although both learners made increases in letter sound expression and fluency, the intervention was 17 weeks in duration. Future research should examine both the effectiveness and efficiency of IR, as compared to other interventions, for increasing letter-sound knowledge of English learners.  \nThe  \nin  \nimportance of acquiring early literacy skills to learn to read the primary grades is well documented in the research litera-  \nture (Snow, Burns, & Griffin, 1998; Vellutino, Scanlon, & Zhang, 2007) . Students who fail to learn these skills tend to continue to experience difficulties in academic skills throughout school (Stein, Johnson, & Gutlohn, 1999). Results from the National Reading Panel (NRP, 2000)  \nAddress correspondence to Naomi L. Rahn, West Virginia University, Department of Special Education, College of Education and Human Services, 509 Allen Hall, P.O. Box 6122, Morgantown, [WV 26506-6122. E-mail: nlrahn@mail.wvu.edu](WV 26506-6122. E-mail: nlrahn@mail.wvu.edu)  \nAuthor Note: Naomi L. Rahn, Department of Special Education, West Virginia University; all other authors, Department of Educational Psychology, University of Minnesota. Contribution of each author was equal.  \nThis publication was made possible in part by Grant Number H325D090012 from the United States Department of Education Office of Special Education Programs. Its contents are solely the responsibility of the authors and do not necessarily represent the official views of the USDE OSEP.  \nPages 71–92  \n72 RAHN et al.  \nspecify the importance of systematic and explicit phonics instruction in kindergarten and first grade to improve students’word recognition, spelling, and reading comprehension. Letter-sound correspondence is a particularly important skill in the primary grades. Letter-sound fluency consistently predicts outcomes on high-stakes reading tests later in schooling (Pickart, Sheran, Betts, & Heistad, 2004), as well as other reading-related outcomes across first and second grades (Schatschneider, Fletcher, Francis, Carlson, & Foorman, 2004) .  \nSystematic and explicit literacy interventions are particularly beneficial for students at risk for literacy difficulties early in the primary grades (NRP, 2000). For example, Vellutino, Scanlon, Small, and Fanuele (2006) found that kindergarten and first grade students who received targeted literacy interventions performed better on measures of emergent literacy when compared to similar peers who did not receive intervention support. In addition, Al Otaiba and Torgeson (2007) found that providing students with systematic and explicit literacy interventionsin combination with a strong and explicit core reading program can reduce the percentage of poor readers by the end of first or second grade.  \nAlthough the importance of early literacy interventions in the primary grades is well researched (Stein et al., 1999), early literacy interventions for students from culturally and linguistically divers","cbCaimmOvz5C4pru","https://ap.wps.com/l/cbCaimmOvz5C4pru","pdf",613833,22,"English","# Abstract\n## Intervention design and participants\n## Outcomes and effect size\n## Interpretation and future research\n## Context for early literacy and phonics instruction","[{\"question\":\"What is the main goal of the study?\",\"answer\":\"The study examines how incremental rehearsal (IR) affects letter-sound expression and fluency for English learners who are below district benchmarks.\"},{\"question\":\"How was the intervention evaluated?\",\"answer\":\"A single-subject multiple-baseline design was used across sets of unknown letter sounds to assess the impact of IR.\"},{\"question\":\"What were the reported outcomes for the two participants?\",\"answer\":\"The kindergarten participant showed an increase in level and trend, while the first-grade participant’s data were variable after being referred for special education during the intervention. PND values were 94% (kindergarten) and 98% (first grade).\"},{\"question\":\"Why does the study recommend further research?\",\"answer\":\"The authors note the IR intervention lasted 17 weeks and suggest future work should examine both effectiveness and efficiency of IR compared with other interventions for improving English learners’ letter-sound knowledge.\"}]","EDUCATION AND TREATMENT OF CHILDREN - Vol. 38 - No. 1 - Incremental Rehearsal Study on Letter Sounds for English Learners | PDF",55]