Journal article
Spontaneous Response Generalization DuringWhole Word Instruction: Reading to Spell and Spelling to Read
Journal of behavioral education, v 15(3), pp 121-130
01 Sep 2006
Featured in Collection : UN Sustainable Development Goals @ Drexel
Abstract
The bulk of the existing literature emphasizes the use of phonemic/phonetic based instruction to enhance generalization between reading and written language. However, phonetically irregular words are common in English and may require the use of whole word approaches. This study examined generalization between from reading to spelling and from spelling to reading following wholeword based instruction using a delayed prompt procedure. The total instructional time was equated across conditions. Students exhibited substantial but incomplete generalization with the degree of generalization varying somewhat across responses and students. The most striking finding was that oral spelling instruction in which the printed word was neither presented nor produced resulted in substantial generalization to reading. These data illustrate a model for examining response generalization in instructional contexts.
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Details
- Title
- Spontaneous Response Generalization DuringWhole Word Instruction: Reading to Spell and Spelling to Read
- Creators
- George H. Noell - Louisiana State UniversityJames E. Connell - Louisiana State UniversityGary J. Duhon - Oklahoma State University Oklahoma City
- Publication Details
- Journal of behavioral education, v 15(3), pp 121-130
- Publisher
- Springer Nature
- Number of pages
- 10
- Resource Type
- Journal article
- Language
- English
- Academic Unit
- Teaching, Learning, and Curriculum
- Web of Science ID
- WOS:000211021300001
- Scopus ID
- 2-s2.0-33748992043
- Other Identifier
- 991021893693804721
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- Collaboration types
- Domestic collaboration
- Web of Science research areas
- Education, Special