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Abstract
The strategic incremental rehearsal intervention is a modified form of incremental rehearsal, known for its effectiveness as a flashcard technique in improving sight word acquisition among children with reading difficulties. Despite its efficacy, evaluations of this procedure with children who are deaf or hard of hearing and who have received special education services remain sparse. This study aimed to assess the impact of incremental rehearsal intervention on the acquisition of nine sight words among second-grade students who are hard of hearing. A single-case experimental design with a multiple probe across participants was used. Three hard of hearing students participated in the study. The data indicated a significant improvement in sight word recognition among the students following the intervention.
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