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181.
Gettinger M 《Journal of applied behavior analysis》1985,18(2):167-171
THE PURPOSE OF THIS STUDY WAS TWOFOLD: to examine the effects of imitating children's spelling errors alone and in combination with visual and verbal cues on spelling accuracy and retention among poor spellers and to compare the effectiveness of student-directed versus teacher-directed spelling instruction on children's spelling accuracy and retention. Nine children received four alternating experimental treatments during a 16-week spelling program. Results indicated that student-directed instruction that incorporated visual and verbal cues was most effective in increasing children's spelling accuracy. 相似文献
182.
Robert Stromer Ph.D. Harry A. Mackay Ph.D. Lawrence T. Stoddard Ph.D. 《Journal of Behavioral Education》1992,2(3):225-256
We review basic concepts and methods of stimulus equivalence research and suggest applications in teaching rudimentary language arts skills in the classroom. We describe methods of establishing equivalence-based networks of matching-to-sample, writing, and naming performances. The methods may be used as a supplement to classroom instruction to assess whether standard curriculum-based approaches establish such integrated networks. Methods derived from equivalence research may be useful for remediation when traditional teaching approaches fail. Recent research suggests that direct focus on spelling performances may be required if entire networks of language arts skills are to be acquired. In addition, the equivalence relations themselves may require concentrated teaching in some children. 相似文献
183.
Marti E. McGuffin Stacy A. Martz Timothy E. Heron 《Journal of Behavioral Education》1997,7(4):463-476
We examined the effect of self-correction versus a traditional spelling approach on the acquisition and maintenance of written spelling of elementary school students enrolled in third grade. Six students, who were at risk for spelling failure, served as subjects. During self-correction, students used a form with five columns that contained correct pre-written models of spelling words. After reviewing the word list, students folded back the first column, which contained the words. Then, they listened to their spelling list on individual cassette players and spelled each word in turn in the subsequent columns of the form. Students checked their spelling responses by unfolding the first column and matching their responses to the sample. Each correct spelling response was marked with a C incorrect spellings were fixed by writing the correct orthography above the word. During traditional spelling, students wrote each spelling word five times, using a pre-written model as a guide. Results showed a functional relationship between self-correction and improved spelling performance. Five of the six maintained a higher number of posttests words on maintenance probes. All students preferred the self-correction method over the traditional spelling method. 相似文献
184.
Georgios D. Sideridis Cheryl Utley Charles R. Greenwood Joseph Delquadri Harriett Dawson Penny Palmer Shalini Reddy 《Journal of Behavioral Education》1997,7(4):435-462
The effectiveness of Classwide Peer Tutoring (CWPT) to enhance the spelling performance and social interactions of three typical students and three students with mild disabilities was investigated. The classroom ecology was measured using the New Code for Instructional Structure and Student Academic Response (NCISSAR). Social interactions were assessed using the Multiple Option Observation System for Experimental Studies (M.O.O.S.E.S.). Spelling performance was measured by weekly pre-posttests. Using an ABAB single-subject design, results indicated that CWPT resulted in: (a) gains in the spelling accuracy of all students (up to 49%), (b) increases of students' duration of positive social interactions (up to 86%), and (c) high satisfaction ratings for both the students and the teacher. Comparisons between typical students and students with mild disabilities during CWPT suggested no differences in their duration of social interactions. Furthermore, the mean spelling accuracy of the students with mild disabilities was comparable to the spelling accuracy of the typical students (91% vs. 96%, respectively). Implications of the findings for the inclusion of students with mild disabilities in general education settings are discussed. 相似文献
185.
Six elementary-aged children were taught to spell words containing initial consonant clusters (CCs). They were trained to select printed words in response to the corresponding spoken words using computerized matching-to-sample procedures. After each training session, they were tested for spelling with a constructed-response transfer test. Based on previous selective stimulus control research, we hypothesized that only the first letter of an initial CC might control spelling when CC spelling errors are made. Thus, a critical-difference matching-to-sample training condition that required the children to respond to both letters of the CC to be correct was compared to a multiple-difference training condition that required the children to respond to only one letter of the pair. Results showed that children made fewer errors during the multiple-difference training condition than during the critical-difference training condition. On the constructed-response transfer tests, however, more overall errors and CC errors were made in the multiple-difference condition than in the critical-difference condition, and the words trained in the multiple-difference condition required more training sessions to reach criterion. All children improved their spelling of novel CC words by the completion of training. If normal classroom or home reading was to be supplemented by computer tasks of the kind used here, some spelling problems could be circumvented without costly intervention by a teacher or a special trainer. 相似文献
186.
拼读困难儿童某些认知特征的实验研究 总被引:6,自引:1,他引:5
通过两级筛选以验证中国儿童在学习汉语拼音时是否也存在拼读困难,并通过认知心理学方法对拼读困难儿童与同年龄正常儿童进行比较研究,以期深入了解他们的认知整合能力和精细分辨能力。研究结果提示:1.经对1060名小学一、二年级学童进行卷面和口试筛选,共发现12名儿童有汉语拼音拼读困难,约占总样本的12%。2.拼读困难儿童的某些认知整合能力和精细分辨能力均比正常儿童差,这可能是他们拼读困难的认知心理学基础。 相似文献
187.
188.
The use of well-documented procedures such as shaping, differential reinforcement, and fading may not be the most practical for teaching certain academic behaviors. An alternative procedure of interspersing trials on previously trained items with trials on unknown items has been suggested, but its effects on acquisition and retention have not been systematically examined. This study investigated the effects of interspersing known items during training on new tasks. Six mentally retarded adolescents were given pretests on spelling and sightreading words, which were divided into pools of learned and unlearned items. Training and baseline conditions were implemented concurrently, using a multi-element design. During interspersal training sessions, 10 known words from the pretest were alternately presented with each of 10 test words that were incorrect on the pretest. The ratio of previously mastered words to test words was gradually reduced. During baseline sessions, 10 different test words were presented without alternation of previously known words. During this condition, a procedure involving high-density social reinforcement contingent on task-related behaviors, but not necessarily correct responses, was later introduced, followed by a return to the original noninterspersal baseline. During all conditions, test words were deleted and replaced after meeting a mastery criterion of three consecutive correct trials. Retention tests were administered over learned test words for all conditions, at specified intervals. Results showed that both acquisition and retention of spelling and sightreading words were facilitated by the interspersal procedure. All subjects acquired more words during the interspersal condition than either the high-density or baseline conditions. The effectiveness of the procedure may possibly be attributed to better maintenance of attending behavior to unknown items as a function of the inclusion of known items, which directly increase the amount of reinforcement for correct responses during the early stages of skill acquisition. 相似文献
189.
Kay B. Stevens A. Edward Blackhurst Deborah Bott Slaton 《Journal of applied behavior analysis》1991,24(1):153-160
A computer-assisted instruction program was evaluated that used a constant time-delay procedure to teach 5 students 18 spelling words. In addition to delivering the instructional procedure, the program managed the presentation of training content based on individual student responding and collected instructional data on individual student performance. The procedure was effective at teaching 4 of the 5 students the words, and generalization occurred from the computer-delivered keyboard response format to a teacher-delivered hand-written response format. Maintenance data varied among the students. The study demonstrated the feasibility of using microcomputers to deliver time-delay instruction in special education classrooms and suggested several research questions related to specific features of microcomputer-delivered time-delay instruction. 相似文献
190.
Postnatal depression has been associated with mother–infant relationship difficulties, but there has been less research in clinical populations. This study aims to identify characteristics of reported mother–infant relationship difficulties in mothers with postnatal depression who had been referred to a tertiary Mother and Baby Service. Forty‐one mothers with postnatal depression completed self‐report and interview measures with regards to their mental state, social adversity, and perceptions on their relationship with their infants. Almost one‐third of mothers (31.7%) reported severe difficulties, including rejection of the infant and maternal pathological anger. A low birth weight and maternal dissatisfaction towards their social role were found to be significantly related to perceived mother–infant interaction difficulties. Self‐reports correlated satisfactorily with interview schedules. A significant proportion of mothers reported difficulties in relating to their infants which can be reliably identified by means of the self‐report measures used. Copyright © 2004 John Wiley & Sons, Ltd. 相似文献