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A Comparison of Two Flashcard Interventions for Teaching Sight Words to Early Readers
Journal of Behavioral Education
  • Stacy-Ann A. January, University of South Carolina
  • Mary E. Lovelace, Madison County School District, Danielsville, USA
  • Tori E. Foster, University of Georgia
  • Scott P. Ardoin, University of Georgia
Document Type
Publication Date
  • Reading intervention,
  • Sight word instruction,
  • Strategic Incremental Rehearsal,
  • Incremental Rehearsal
Digital Object Identifier (DOI)

Strategic Incremental Rehearsal (SIR) is a recently developed flashcard intervention that blends Traditional Drill with Incremental Rehearsal (IR) for teaching sight words. The initial study evaluating SIR found it was more effective than IR for teaching sight words to first-grade students. However, that study failed to assess efficiency, which is important to consider when evaluating and selecting interventions. Therefore, the current study evaluated both the efficiency and effectiveness of SIR compared with IR for teaching sight words to 4 general education students (3 in second grade and 1 in first grade) who were enrolled in 1 of 2 schools. An alternating treatments single-case design was used to compare the effects of SIR and IR interventions implemented 4 days per week across 4 or 5 weeks. Students’ accuracy with words that were introduced during the week was assessed on Fridays, and maintenance of these words was assessed the following Friday. Results indicated that both interventions were effective for teaching students sight words, but that SIR was slightly more effective and efficient than IR for 3 of the 4 students. Findings have implications for the selection of flashcard interventions for teaching sight word vocabulary to early elementary students.

Citation / Publisher Attribution

Journal of Behavioral Education, v. 26, p. 151-168

Citation Information
Stacy-Ann A. January, Mary E. Lovelace, Tori E. Foster and Scott P. Ardoin. "A Comparison of Two Flashcard Interventions for Teaching Sight Words to Early Readers" Journal of Behavioral Education Vol. 26 (2017) p. 151 - 168
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