Effects on Spelling of Training Children to Read

Lee, Vicki L.; Pegler, Anne M.

doi:10.1901/jeab.1982.37-311

Cited by 51 publications

(38 citation statements)

References 16 publications

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“…Spelling had no experimental consequences in Lee and Pegler's (1982) study, but other contingencies of the experimental setting probably accounted for the eventual appearance of standard forms. The children saw their own spelling contingent on writing each word, and they were given the opportunity to look at the ten words following each cycle of spelling them.…”

Section: Read-write Cyclementioning

confidence: 77%

“…These nonstandard variants have been called "spontaneous spellings," "invented spellings," and "spelling approximations" (e.g., Bolton & Snowball, 1985;Snow, 1983). The occurrence of nonstandard spellings in Lee and Pegler's (1982) study indicated that we can bring these approximations to standard spellings into the laboratory by arranging a read-write cycle. That is, we can do an experimental analysis of these developmental phenomena.…”

Section: Read-write Cyclementioning

confidence: 96%

“…An interesting result in Lee and Pegler's (1982) study was the appearance of nonstandard forms for each word before the standard form occurred. For example, one child wrote the series of nonstandard forms LEVF, LEVI, LEVIC, and LEVA before writing LEAVE.…”

Section: Read-write Cyclementioning

confidence: 99%

“…A behavior analysis of spelling should include laboratory analogues of the contingencies of such a read-write cycle. Exploring the Read-Write Cycle Lee and Pegler (1982, Experiment 2) used a read-write cycle with words in isolation. The subjects read each of ten words in succession and were then asked to write each of those ten words in succession.…”

Section: Read-write Cyclementioning

confidence: 99%

“…In pursuing an experimental analysis of the read-write cycle, we need to explore some variations on Lee and Pegler's (1982) procedure. In particular, we might consider the number of words presented in any single block of words, the possibility of presenting prose rather than words in isolation, the delay between reading the words and having the occasion to write them, the ratio of reading to writing, and the possibility of having another task intervene between reading and writing.…”

Section: Extensionsmentioning

confidence: 99%

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Some contingencies of spelling

Lee

Sanderson

1987

Analysis Verbal Behav

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This paper presents some speculation about the contingencies that might select standard spellings. The speculation is based on a new development in the teaching of spelling-the process writing approach, which lets standard spellings emerge collateral to a high frequency of reading and writing. The paper discusses this approach, contrasts it with behavior-analytic research on spelling, and suggests some new directions for this latter research based on a behavioral interpretation of the process writing approach to spelling.A radical behaviorist interested in spelling finds a vast literature. Some of this literature is behavior-analytic in orientation (e.g., Axelrod & Paluska, 1975;Axelrod, Whitaker & Hall, 1972;Broden, Beasley & Hall, 1978;Foxx & Jones, 1978;Gettinger, 1985 & Fitzgerald, 1974). But most of it is not (e.g., Anderson, 1985;Beers & Beers, 1981;Beers, Beers & Grant, 1977;Bolton & Snowball, 1985;Campbell, 1977;Chomsky, 1970Chomsky, , 1971Cramer, 1976;Cripps, 1979Cripps, , 1983Cripps, , 1985DiStefano & Hagerty, 1985;Gentry, 1982;Hauser, 1982;Henderson, 1980;Peters & Cripps, 1983;Rivalland, 1985). That is, most literature on spelling presents research and theory contributed by people working outside the framework of radical behaviorism.This large literature raises a question for radical behaviorists interested in extending the operant account of verbal behavior (Skinner, 1957). Spelling, as a dimension of writing, is an aspect of verbal behavior that an operant account must include. The question of interest is whether we have to start afresh in studying spelling or whether we can find useful information in the pre-existReprint requests should be sent to Vicki Lee,

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Section: Read-write Cyclementioning

confidence: 77%

Section: Read-write Cyclementioning

confidence: 96%

Section: Read-write Cyclementioning

confidence: 99%

Section: Read-write Cyclementioning

confidence: 99%

Section: Extensionsmentioning

confidence: 99%

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Some contingencies of spelling

Lee

Sanderson

1987

Analysis Verbal Behav

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Effects of dictation-taking and match-to-sample training on listing and spelling responses in adults with intellectual disabilities

Souza

Rehfeldt

2013

Journal of Applied Behavior Analysis

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Several studies have demonstrated that conditions can be arranged to promote increases in a nontargeted verbal operant following instruction of another verbal operant. In the current study, we used a multiple baseline design to evaluate the effects of 2 instructional protocols on nontargeted verbal repertoires (listing of synonyms and vocal spelling of these synonyms) in adults with intellectual disabilities. In Experiment 1, participants were instructed in taking dictation and were tested for the vocal spelling of the words taught during instruction. In Experiment 2, participants were taught to match printed words to their printed synonyms and tested for the vocal spelling and listing of synonyms. In both experiments, interventions promoted increases in nontargeted verbal skills.

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A mediational theory of equivalence relations and transformation of function

Schlinger,

Blakely

2024

J Exper Analysis Behavior

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In this article, we describe a mediational theory of emergent or derived relations resulting from matching‐to‐sample procedures that produce equivalence and transformation of function. According to a mediational theory, behaviors that occur at the time of reinforcement mediate subsequent behavioral relations referred to as “derived” or “emergent.” Such relations have been documented for decades in studies using mostly matching‐to‐sample procedures with humans and nonhumans. In both verbal human and nonhuman participants, the mediating behaviors consist of differential responding to the sample stimulus. In humans, such behaviors are mostly, but not necessarily, verbal; in nonhumans they include a variety of sample‐specific responses, sometimes called “coding.” The proposed mediational theory, based only on the four‐term contingency and the basic principles of operant learning, makes specific predictions and explains results from a broad range of experiments. There are at least three important implications of a mediational theory. First, if by “derived” or “emergent” one means untrained or unreinforced, then derived relations may not exist. Second, if there are no derived relations, then theories of such relations may not be necessary. Third, a mediational theory of relational responding has potentially important implications for clinical practice.

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Effects on Spelling of Training Children to Read

Cited by 51 publications

References 16 publications

Some contingencies of spelling

Some contingencies of spelling

Effects of dictation-taking and match-to-sample training on listing and spelling responses in adults with intellectual disabilities

A mediational theory of equivalence relations and transformation of function

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