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

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.

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Correspondence to Kristin L. Hathaway.

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The first author completed this project as partial fulfillment of the MA requirements for a PhD degree in school psychology at the University of Missouri.

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Hathaway, K.L., Schieltz, K.M. & Detrick, J. Evaluating the Effects of Instructional Prompts and Strategic Incremental Rehearsal on the Letter Identification Mastery of Two Typically Developing Kindergarteners. Behav Analysis Practice 14, 20–35 (2021). https://doi.org/10.1007/s40617-020-00456-5

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Keywords

  • Experimental analysis
  • Instructional prompts
  • Letter identification
  • Single-case design
  • Strategic incremental rehearsal