The Effect of Incremental Rehearsal on Word Recognition of Students with Learning Disabilities in Saudi Arabia

Abstract

Word recognition is a key part of reading development and a fundamental component of elementary reading curricula. However, students with learning disabilities (LD) often encounter difficulties with reading skills and exhibit deficits in word recognition, increasing the need for interventions that enhance their reading achievement. Incremental rehearsal (IR), one of the most commonly used flashcard interventions supported by previous literature, has shown its effectiveness in different skills, such as word recognition. IR offers opportunities for repeated practices to help struggling students improve their outcomes. Despite the growing number of students with LD in Saudi Arabia, there is a lack of research examining the efficacy of interventions designed to improve reading outcomes, specifically word recognition, in students with LD in elementary schools. Thus, conducting an empirical study to teach Arabic word recognition to elementary students with LD in Saudi Arabia is crucial. Utilizing a single-subject multiple-probe experimental design across word sets, this study aimed to examine the effect of the IR intervention on Arabic word recognition in three fourth-grade male students with LD in Saudi Arabia. Maintenance and generalization of word recognition were also examined to investigate the sustainability of the IR intervention and to provide more precise conclusions regarding its efficacy. Results indicated that the IR intervention was effective for all three participants. All participants showed an increased number of words read correctly, accurate responses on retention measures, and maintenance and generalization of word recognition. Limitations, recommendations for future research, and implications for practice are discussed.