Evaluating the Effects of Instructional Prompts and Strategic Incremental Rehearsal on the Letter Identification Mastery of Two Typically Developing Kindergarteners

Kristin L. Hathaway; Kelly M. Schieltz; Jessica Detrick

doi:10.1007/s40617-020-00456-5

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Evaluating the Effects of Instructional Prompts and Strategic Incremental Rehearsal on the Letter Identification Mastery of Two Typically Developing Kindergarteners

Journal article

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Peer reviewed

Evaluating the Effects of Instructional Prompts and Strategic Incremental Rehearsal on the Letter Identification Mastery of Two Typically Developing Kindergarteners

Kristin L. Hathaway, Kelly M. Schieltz and Jessica Detrick

Behavior analysis in practice, Vol.14(1), pp.20-35

03/01/2021

DOI: 10.1007/s40617-020-00456-5

PMCID: PMC7900326

PMID: 33732575

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Abstract

Letter identification impacts the developmental progression of future reading skills. In this study, we evaluated the effects of instructional prompts on letter identification in a single-subject design for 2 kindergarten students who experienced difficulties with letter identification skills. In Phase 1, we evaluated the number of letters participants correctly identified without instructional prompts, and in Phase 2, we evaluated the effects of 2 different instructional prompts and rewards. Phase 3 evaluated the combined effects of strategic incremental rehearsal (SIR) and the most effective instructional prompt identified in Phase 2. Results showed that an effective, yet different instructional prompt was identified for each participant and that SIR plus an instructional prompt was effective for further increasing both participants' correct letter identification. The results of this study demonstrated a useful and effective method for identifying instructional prompts, strategies, or other interventions that improve students' academic responding.

Psychology

Psychology, Clinical

Social Sciences

Details

Title: Subtitle: Evaluating the Effects of Instructional Prompts and Strategic Incremental Rehearsal on the Letter Identification Mastery of Two Typically Developing Kindergarteners
Creators: Kristin L. Hathaway - University of Missouri
Kelly M. Schieltz - University of Iowa
Jessica Detrick - Western Michigan University
Resource Type: Journal article
Publication Details: Behavior analysis in practice, Vol.14(1), pp.20-35
DOI: 10.1007/s40617-020-00456-5
PMID: 33732575
PMCID: PMC7900326
NLM abbreviation: Behav Anal Pract
ISSN: 1998-1929
eISSN: 2196-8934
Publisher: Springer Nature
Number of pages: 16
Language: English
Date published: 03/01/2021
Academic Unit: Pediatric Psychology; Stead Family Department of Pediatrics; Iowa Neuroscience Institute
Record Identifier: 9984354388202771

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