Spontaneous Response Generalization During Whole Word Instruction: Reading to Spell and Spelling to Read

Citation Detail

Title:

Spontaneous Response Generalization During Whole Word Instruction: Reading to Spell and Spelling to Read.

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Authors:

Noell, George H., Department of Psychology, Louisiana State University, Baton Rouge, LA, US, gnoell@lsu.edu
Connell, James E., Department of Psychology, Louisiana State University, Baton Rouge, LA, US
Duhon, Gary J., Oklahoma State University, Oklahoma City, OK, US

Address:

Noell, George H., Department of Psychology, Louisiana State University , Baton Rouge, LA, US, 70803-5501, gnoell@lsu.edu

Source:

Journal of Behavioral Education, Vol 15(3), Sep, 2006. pp. 121-130.

Publisher:

Germany: Springer.

ISSN:

1053-0819 (Print)
1573-3513 (Electronic)

Language:

English

Keywords:

spontaneous response generalization; whole word instruction; reading; oral spelling; teaching methods; delayed prompt

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 whole word 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. (PsycINFO Database Record (c) 2009 APA, all rights reserved)

Subjects:

*Reading; *Response Generalization; *Spelling; *Teaching Methods; *Words (Phonetic Units); Phonetics

Classification:

Curriculum & Programs & Teaching Methods (3530)
Linguistics & Language & Speech (2720)

Population:

Human (10)
Male (30)
Female (40)

Location:

US

Age Group:

Childhood (birth-12 yrs) (100)
School Age (6-12 yrs) (180)

Methodology:

Empirical Study; Quantitative Study

Format Availablability:

Electronic; Print

Format Covered:

Electronic

Publication Type:

Journal; Peer Reviewed Journal

Document Type:

Journal Article

Release Date:

20061016

Digital Object Identifier:

10.1007/s10864-006-9016-8

Accession Number:

2006-12873-001

Number of Citations in Source:

16

Persistent link to this record (Permalink):

Database:

PsycINFO

Full Text Database:

Education Research Complete

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