A comparison of simultaneous prompting and strategic incremental rehearsal in sight word acquisition in students with intellectual disabilities

Simultaneous prompting (SP) and strategic incremental rehearsal (SIR) are flashcard interventions used to teach word recognition to students. Extensive research exists for SP and its effectiveness in teaching students with intellectual disabilities, but there is little research that exists for using SIR as an instruction strategy with children with intellectual disabilities. The current study compared the effects of SP and SIR on sight words acquisition in three students with intellectual disabilities.