Abstract
This study employed a reversal single-case design to compare the effectiveness of two flashcard interventions—Incremental Rehearsal (IR) and Strategic Incremental Rehearsal (SIR)—in promoting sight word acquisition, retention, generalization, and efficiency among four elementary-aged emerging bilingual students. The study also examined social validity and intervention fidelity. Results indicated that both interventions were effective in improving acquisition, retention, and generalization of sight words. SIR demonstrated greater efficiency in facilitating sight word recognition. Additionally, both students and the interventionist reported high levels of social validity for the interventions. Limitations of the study included a small, homogeneous sample, lack of long-term maintenance data, reliance on a single interventionist within one instructional setting, and absence of assessment of broader reading outcomes. Implications for future research and practice are discussed.
Advisor
Shawna Petersen-Brown
Committee Member
Kevin Filter
Committee Member
Allison Lundahl
Committee Member
Dana Wagner
Date of Degree
2026
Language
english
Document Type
Dissertation
Degree
Doctor of Psychology (PsyD)
Program of Study
School Psychology
Department
Psychology
College
Humanities and Social Sciences
Recommended Citation
Yeliseyeva, L. (2026). A comparison of two flashcard interventions in improving sight word acquisition among elementary-aged emerging blingual students [Doctoral dissertation, Minnesota State University, Mankato]. Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. https://cornerstone.lib.mnsu.edu/etds/1629/
Rights Statement
