Increasing Sight-Word Reading Through Peer-Mediated Strategic Incremental Rehearsal

Strategic incremental rehearsal (SIR), a modified version of the incremental rehearsal strategy, is a flashcard instructional method that is often used to assist struggling readers. Peer-mediated interventions can also increase student abilities and achievement, specifically when used for reading proficiency. However, there is limited empirical research that has examined these two strategies simultaneously. In the current study, we investigated the effectiveness of using a peer tutor when implementing SIR to increase student sight word reading. Researchers conducted the study within a school-based after-school program in a suburban school district. Three 4th- and 5th-grade students who were identified as reading proficiently on grade level served as peer tutors, whereas three 2nd-grade students whose teachers indicated were reading on or below grade level were identified as participants. Peer tutors were taught the SIR strategy and then implemented the intervention using a multiple baseline single case design. Results indicated that using a SIR peer-mediated approach was effective at increasing the number of words read correctly for all participants. Treatment acceptability data suggested that the participants liked the SIR peer-mediated intervention. The application of peer-mediated SIR within the classroom setting is discussed.