Establishing the effectiveness of Incremental Rehearsal, then identify the causal mechanism.

Causal Mechanism Petersen-Brown, S. & Burns, M. K. (2011). Adding a vocabulary component to incremental rehearsal to enhance maintenance and generalization. School Psychology Quarterly, 26, 245-255. Volpe, R., Briesch, A., Mule, C., Burns, M. K., & Joseph, L. (2011). A comparison of two flashcard drill methods targeting word recognition. Journal of Behavioral Education, 20, 117-137. Burns, M. K., & *Boice, C. H. (2009). Comparison of the relationship between words retained and intelligence for three instructional strategies among students with low IQ. School Psychology Review, 38, 284-292. Szadokierski, I., & Burns, M. K. (2008). Analogue evaluation of the effects of opportunities to respond and ratios of known items within drill rehearsal of Esperanto words. Journal of School Psychology, 46, 593-609. Burns, M. K. (2007). Comparison of drill ratio and opportunities to respond when rehearsing sight words with a child with mental retardation. School Psychology Quarterly, 22, 250-263. Effectiveness and Efficiency Burns, M. K., Hodgson, J., Parker, D. C., & Fremont, K. (2011). Comparison of the effectiveness and efficiency of text previewing and preteaching keywords as small-group reading comprehension strategies with middle school students. Literacy Research and Instruction, 50, 241-252. Burns, M. K. & Sterling-Turner, H. (2010). Comparison of efficiency measures for academic interventions based on acquisition and maintenance of the skill. Psychology in the Schools, 47, 126-134. Volpe, R. J., Burns, M. K., DuBois, M., & Zaslofsky, A. F. (2011). Computer-assisted tutoring: Teaching letter sounds to kindergarten students using incremental rehearsal. Psychology in the Schools, 48, 332-342. Beck, M., Burns, M. K., & Lau, M. (2009). Preteaching unknown items as a behavioral intervention for children with behavioral disorders. Behavior Disorders, 34, 91-99. Matchett, D. L., & Burns, M. K. (2009). Increasing word recognition fluency with an English language learner. Journal of Evidence Based Practices in Schools, 10, 194-209. Burns, M. K. (2007). Reading at the instructional level with children identified as learning disabled: Potential implications for response–to-intervention. School Psychology Quarterly, 22, 297-313. Bunn, R., Burns, M. K., Hoffman, H. H., & Newman, C. L. (2005). Using incremental rehearsal to teach letter identification with a preschool-aged child. Journal of Evidence Based Practice for Schools, 6, 124-134. Burns, M. K. (2005). Using incremental rehearsal to practice multiplication facts with children identified as learning disabled in mathematics computation. Education and Treatment of Children, 28, 237-249. Burns, M. K., & Kimosh, A. (2005). Using incremental rehearsal to teach sight-words to adult students with moderate mental retardation. Journal of Evidence Based Practices for Schools, 6, 135-148. Burns, M. K. (2004). Empirical analysis of drill ratio research: Refining the instructional level for drill tasks. Remedial and Special Education, 25, 167-175. Burns, M. K., Dean, V. J., & Foley, S. (2004). Preteaching unknown key words with incremental rehearsal to improve reading fluency and comprehension with children identified as reading disabled. Journal of School Psychology, 42, 303-314. MacQuarrie-Klender, L. L., Tucker, J. A., Burns, M. K., & Hartman, B. (2002). Comparison of retention rates using traditional, Drill Sandwich, and Incremental Rehearsal flashcard methods. School Psychology Review, 31, 584-595.

Academic intervention

Intervention, Academic