The purpose of this study was to investigate the effect of incremental rehearsal (IR) on word identification skills with children who are Deaf/Hard of Hearing (D/HH). A single-subject multiple probe, multiple baseline design across three word sets was used to examine if IR increased: (1) word identification of target words, (2) use of target words in sentences, and (3) silent reading performance. The study included five participants with varying degrees of hearing loss in kindergarten through fifth grade. The study was conducted for a period of 7 weeks. Visual analysis showed an increase in level and trend across 3 word sets for 4 out of 5 participants as measured by the number of target words identified correction in isolation and used in sentences. The use of IR increased word identification, use of target words in sentences, and silent reading performance. To establish IR as an evidenced based practice for students who are D/HH, this study needs to be replicated.