Comparison of Retention Rates Using Traditional, Drill Sandwich, and Incremental Rehearsal Flash Card Methods

MacQuarrie, Lara L.; Tucker, James A.; Burns, Matthew K.; Hartman, Brian

doi:10.1080/02796015.2002.12086176

Cited by 67 publications

(38 citation statements)

References 19 publications

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“…Efficiency research with IR has not been conclusive because (a) students recalled more new items during a given number of days with IR than with different approaches (Nist & Joseph, 2008), (b) IR was equally efficient as other models when considering retention rather than acquisition (Burns & Sterling-Turner, 2010), (c) IR was equally efficient as TD when working with students with disabilities (Burns & Boice, 2009), and (d) most previous research examined efficiency descriptively rather than experimentally. However, IR did consistently require more minutes to complete than other approaches such as TD (Burns & Sterling-Turner, 2010;MacQuarrie et al, 2002), which resulted in fewer learned items per instructional minute. Meta-analytic research found a negligible to small effect for the efficiency of IR, as compared with other interventions, with considerable variability (Burns et al, 2012), which suggested the need for future research.…”

Section: Incremental Rehearsalmentioning

confidence: 95%

Comparing the effects of incremental rehearsal and traditional drill on retention of mathematics facts and predicting the effects with memory.

Burns¹,

Aguilar²,

Young³

et al. 2019

School Psychology

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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 measured by number of facts retained per instructional minute. Memory scores accounted for 34% of the variance beyond mathematics calculation scores in retention of multiplication facts for the TD condition, but only 2% of the variance for the IR condition. Thus, retention of multiplication facts seems largely influenced by a student's memory skills when using less effective instructional techniques such as TD, while approaches like IR are likely effective regardless of memory skills. Impact and ImplicationsThe current study found that Incremental Rehearsal (IR) was more effective than traditional drill (TD) in helping students retain multiplication facts, and the 2 interventions were equally efficient. However, retention of multiplication facts seems was largely influenced by the student's memory skills when using the less effective TD approach, and IR was effective regardless of memory skills. It may be more effective for practitioners to use an intervention that works despite memory difficulties than to base interventions on measures of memory for individual students.

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Section: Incremental Rehearsalmentioning

confidence: 95%

Comparing the effects of incremental rehearsal and traditional drill on retention of mathematics facts and predicting the effects with memory.

Burns¹,

Aguilar²,

Young³

et al. 2019

School Psychology

Self Cite

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show abstract

“…Efficiency is calculated as items learned per instructional minute (Skinner et al, 2002) and is an important characteristic to consider when selecting interventions (Cates et al, 2003). Researchers have questioned the efficiency of IR (Skinner, 2008) because IR requires more time to complete than other approaches (MacQuarrie et al, 2002). However, meta-analytic research indicated variability among five studies that compared efficiency of IR with other drill methods and an overall effect size that approximated 0 (Burns et al, 2012).…”

Section: Efficiency Of Irmentioning

confidence: 99%

Enhancing maintenance and generalization of sight words taught with incremental rehearsal: Applying the depth of processing and generalization frameworks.

Petersen‐Brown¹,

Burns

2019

School Psychology

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Incremental rehearsal (IR) is a flashcard technique that has produced strong effects for a variety of outcomes including word recognition. We utilized theory-based modifications to IR to enhance maintenance and generalization of sight words. We utilized a within-subjects design in which 41 participants in 2nd and 3rd grade were taught seven unknown words in each of three IR variants-IR, IR with vocabulary (IR-V, which leveraged the depth of processing framework), and IR with context (IR-C, which leveraged Stokes and Baer's, 1977, generalization framework). Auditory working memory and decoding skills were measured as potential moderators. Maintenance and generalization were high across conditions, but maintenance was greater in IR-V and IR-C than IR. IR was the most efficient intervention variant. A potential moderating effect of decoding skills, but not of auditory working memory, was noted. Researchers and practitioners should consider the extent to which theory-based modifications increase effectiveness of an intervention, while also considering impacts on efficiency. Impact and ImplicationsMaintenance and generalization were high across all conditions-incremental rehearsal (IR), IR with vocabulary (IR-V), and IR with context (IR-C). Although there was an inconsistent and small benefit to theory-based modifications in IR-V and IR-C, efficiency was much lower with these components added. Practitioners should carefully monitor the impact of theory-based modifications on student outcomes, and future research should investigate the use of theory-based modifications with specific samples (e.g., nonresponders) and when implemented in ways where efficiency is maintained.

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“…Percentages were calculated by dividing the reported number of known items by the total number of items. For example, Mac-Quarrie, Tucker, Burns, and Hartman (2002) rehearsed one unknown sight word with nine known words, which resulted in 10 total items with 90% known. Next, the articles were categorized into one of four groups based on the following ranges: 70% to 85% known (Gickling & Thompson, 1985), 90% known (Tucker, 1989), 50% to 60% known (Neef, Iwata, & Page, 1980), and less than 50% known (Robinson & Skin-ner, 2002).…”

Section: Categorization Of Articlesmentioning

confidence: 99%

“…The current comparisons could suggest that including more known items (e.g., nine or five as opposed to two), rather than the ratio of known and unknown, is what leads to the increased reinforcement and subsequent positive outcome. MacQuarrie et al (2002) suggested that it was the increased opportunity to respond that led to better recall. This may be a valid explanation for increases in DVs such as recall, but it is a less plausible hypothesis to explain increases in variables such as student preference, number of items completed, or number of target words read correctly.…”

Section: Implications For Practicementioning

confidence: 99%

Empirical Analysis of Drill Ratio Research

Burns

2004

Remedial and Special Education

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Providing students an appropriate level of challenge, called the instructional level, is an important component of effective instruction. Research regarding the optimal ratio of known to unknown items for drill tasks has been inconsistent. The author of the current article conducted an empirical meta-analysis of research on drill ratios by using the following groupings: < 50% known, 50% to 69% known, 70% to 85% known, and 90% known. Fifty-five effect size coefficients were computed, after eliminating outlying data, from 13 articles, with the 3 least challenging ratios resulting in strong mean effects. The most challenging (< 50% known) ratio resulted in a small to moderate effect. A mean effect size of .82 computed for various student outcomes compared to .43 for student preferences. Much stronger effects were also noted for tasks involving acquisition of new skills compared to proficiency tasks. Implications for research and practice are discussed.

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Comparison of Retention Rates Using Traditional, Drill Sandwich, and Incremental Rehearsal Flash Card Methods

Cited by 67 publications

References 19 publications

Comparing the effects of incremental rehearsal and traditional drill on retention of mathematics facts and predicting the effects with memory.

Comparing the effects of incremental rehearsal and traditional drill on retention of mathematics facts and predicting the effects with memory.

Enhancing maintenance and generalization of sight words taught with incremental rehearsal: Applying the depth of processing and generalization frameworks.

Empirical Analysis of Drill Ratio Research

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