Title

Adding a Vocabulary Component to Incremental Rehearsal to Enhance Retention and Generalization

Authors

Shawna Petersen-Brown, Minnesota State University - Mankato
Matthew K. Burns, University of Minnesota - Twin CitiesFollow

Document Type

Article

Publication Date

9-2011

Abstract

The current study investigates the effect of adding a semantic component, in the form of vocabulary, to the incremental rehearsal (IR) procedure. Sixty-one second- and third-grade students in a suburban elementary school were randomly assigned to one of two conditions: IR or IR with vocabulary. Each participant was taught seven previously unknown words; participants were also taught the word's definition within the vocabulary condition. Retention and generalization were assessed one week later. Participants in the vocabulary condition retained and generalized significantly more words than participants in the IR only condition. Future studies should investigate effect of vocabulary integration in other reading interventions as well as the effect of vocabulary integration on reading fluency and passage comprehension.

Department

Psychology

Publication Title

School Psychology Quarterly

Recommended Citation

Petersen-Brown, S., & Burns, M. K. (2011). Adding a Vocabulary Component to Incremental Rehearsal to Enhance Retention and Generalization. School Psychology Quarterly, 26(3), 245-255. doi. 10.1037/a0024914

DOI

10.1037/a0024914

Link to Publisher Version (DOI)

http://dx.doi.org/10.1037/a0024914

Publisher's Copyright and Source

Copyright © 2011 American Psychological Association. Article published by the American Psychological Association in School Psychology Quarterly, volume 26, issue number 3, September 2011, pages 245-255. Available online: http://dx.doi.org/10.1037/a0024914