Meta-Analysis of Incremental Rehearsal Using Phi Coefficients to Compare Single-Case and Group Designs

Burns, Matthew K.; Kanive, Rebecca; Parker, David

doi:10.1007/s10864-012-9160-2

Cited by 77 publications

(34 citation statements)

References 34 publications

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“…Within this study, incremental rehearsal (IR) is used for the initial practice session (Tucker, 1989). IR is an empirically supported flashcard technique (Burns, Zaslofsky, Kanive, & Parker, 2012) that has been used to teach letter sounds (e.g., Volpe, Burns, DuBois, & Zaslofsky, 2011), sight words (e.g., Nist & Joseph, 2008, and math facts (e.g., Codding, Archer, & Connell, 2010). IR uses a high ratio of known to unknown items (approximately 80-90% of items used are known) in addition to many opportunities to respond to known items (Tucker, 1989).…”

Section: Instructional Proceduresmentioning

confidence: 99%

Applying spaced practice in the schools to teach math vocabulary

Petersen‐Brown

Lundberg

Ray

et al. 2019

Psychology in the Schools

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Spaced practice, or the distribution of practice opportunities across time, is a well‐known and effective practice for improving retention. However, spaced practice is not effectively implemented in schools, perhapsl as a result of a lack of educationally relevant research in the area. We conducted an educationally relevant investigation of the spaced practice. Using a quasi‐experimental between‐subjects design, we taught 62 third‐ and fourth‐grade students eight math vocabulary words under two patterns of spaced practice (fixed interval and expanded interval) and massed practice. Results showed a benefit of spaced practice over massed practice, but no difference between fixed interval and expanded interval spaced practice. The findings suggest that spaced practice may be implemented to improve the retention of math vocabulary words; however, more research is needed to provide guidelines to support educators in implementing spaced practice in schools.

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Section: Instructional Proceduresmentioning

confidence: 99%

Applying spaced practice in the schools to teach math vocabulary

Petersen‐Brown

Lundberg

Ray

et al. 2019

Psychology in the Schools

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“…Research has consistently demonstrated that repeated learning trials, in which a student is presented with stimuli, required to generate a response, and provided with instructor feedback, results in increased acquisition of new material (Albers & Greer, ; Barcroft, ; Belfiore, Skinner, & Ferkis, ; Greenwood, Delquadri, & Hall, ). Thus, effective drill procedures, or instructional methods to deliver tightly controlled rehearsal and practice of the material being learned, have been developed to effectively teach unknown items to students across a variety of stimuli (Burns, Zaslofsky, Kanive, & Parker, ).…”

mentioning

confidence: 99%

Examining the Use of Spacing Effect to Increase the Efficiency of Incremental Rehearsal

et al. 2016

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Incremental rehearsal (IR) is a highly effective intervention that uses high repetition and a high ratio of known to unknown items with linearly spaced known items between the new items. It has been hypothesized that narrowly spaced practice would result in quick learning, whereas items that are widely spaced would result in longer-term retention. The current study examined the effect of spacing by teaching vocabulary words to 36 fourth-grade students. Each student was randomly assigned to a widely spaced IR condition (i.e., one unknown item, one known item, one unknown item, two known items, one unknown item, three known items, and an increase in the number of known items presented each time by one) or an IR condition in which spacing increased exponentially (IR-Exp; i.e., one unknown item, one known item, one unknown item, two known items, one unknown item, four known items, and one unknown item, eight known items). The results indicated that the students in the study retained twice as much information with the widely spaced IR than with the IR-Exp condition, but the latter required half as much time. IR and IR-Exp were equally efficient, but IR continues to be superior to all other flashcard approaches in improving retention. C 2016 Wiley Periodicals, Inc.

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“…Teacher-led and computer-based flash-card procedures can enhance sight-word reading in students with disabilities (Browder & Lalli, 1991;Kodak, Fisher, Clements, & Bouxsein, 2011). Meta-analytic researchers have concluded that adding and interspersing known words among unknown words (often about 70% or 80% known) enhances the effectiveness of teacher-led flash-card instruction (Burns, 2004;Burns, Zaslofsky, Kanive, & Parker, 2012). Including known words requires additional instructional time.…”

mentioning

confidence: 99%

“…Including known words requires additional instructional time. Most studies that support the effectiveness of interspersing known words have not accounted for the additional time required to complete known-word trials (Bramlett, Cates, Savina, & Lauinger, 2010;Burns et al, 2012;Skinner, 2008). Researchers who accounted for additional instructional time by measuring learning per cumulative instructional seconds, as opposed to cumulative instructional sessions, found interspersing additional known words reduced learning rates (Cates et al, 2003;Joseph & Nist, 2006;Nist & Joseph, 2008;Skinner, 2008).…”

mentioning

confidence: 99%

Learning rates and known-to-unknown flash-card ratios: Comparing effectiveness while holding instructional time constant

Forbes

Skinner

Black

et al. 2013

Journal of Applied Behavior Analysis

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Using alternating treatments designs, we compared learning rates across 2 computer-based flash-card interventions (3 min each): a traditional drill intervention with 15 unknown words and an interspersal intervention with 12 known words and 3 unknown words. Each student acquired more words under the traditional drill intervention. Discussion focuses on the need to account for instructional time when learning procedures are evaluated and compared.

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Meta-Analysis of Incremental Rehearsal Using Phi Coefficients to Compare Single-Case and Group Designs

Cited by 77 publications

References 34 publications

Applying spaced practice in the schools to teach math vocabulary

Applying spaced practice in the schools to teach math vocabulary

Examining the Use of Spacing Effect to Increase the Efficiency of Incremental Rehearsal

Learning rates and known-to-unknown flash-card ratios: Comparing effectiveness while holding instructional time constant

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