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Reliability and Relationship to Retention of Assessing an Acquisition Rate for Sight Words with Kindergarten Students
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Taylor, Crystal N.; Aguilar, Lisa; Burns, Matthew K.; Preast, June L.; Warmbold-Brann, Kristy – Journal of Psychoeducational Assessment, 2018
Teaching children too many words during a lesson reduces retention. The amount of new information a student can successfully rehearse and recall later is called acquisition rate (AR), which has been reliably measured with students in first, third, and fifth grades. The purpose of this study was to examine the reliability of assessing AR for sight…
Descriptors: Reliability, Sight Vocabulary, Teaching Methods, Elementary School Students
Comparing the Effects of Incremental Rehearsal and Traditional Drill on Retention of Mathematics Facts and Predicting the Effects with Memory
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Burns, Matthew K.; Aguilar, Lisa N.; Young, Helen; Preast, June L.; Taylor, Crystal N.; Walsh, Allison D. – School Psychology, 2019
The purpose of this study was to examine the effects of Incremental Rehearsal (IR) and traditional drill (TD) on retention of multiplication facts with 29 students in third and fourth grades with low mathematical skills. Results indicated that IR led to significantly more facts being retained, and was essentially equal to TD for efficiency as…
Descriptors: Drills (Practice), Teaching Methods, Instructional Effectiveness, Mathematics Instruction