Three prereading children who named 0 to 3 of 20 targeted letters were taught to select the 20 printed letters when they heard spoken letter names. For all participants, letter-identification training resulted in naming for the majority of letters.

Three kindergarten children learned to select printed consonant-vowel-consonant words upon hearing the corresponding spoken words. The words were taught in six sets. Within sets, the four words that were taught had overlapping letters. Two children demonstrated recombinative generalization after one training set and the third demonstrated it after…

Two experiments involving 11 first graders who had reading and spelling difficulties compared the effectiveness of (1) matching printed to dictated words versus (2) matching as well as constructing (copying) printed words with movable letters and naming them. Results found that word construction proved to be effective in promoting reading…

This study compared immediate (after each error) and delayed (at the end of each session) error correction during sight-word instruction with 4 students (ages 7-9) with developmental disabilities. Immediate error correction was superior on each of four dependent variables. (Author/DB)

Effects of training with 6 students (ages 7-9) with moderate mental retardation were assessed during five conditions. In four conditions, words were presented either alone or with corresponding pictures. In the fifth condition, pictures were used to provide feedback. Acquisition was achieved fastest during the word-alone conditions with 5…

First graders (n=5), preschoolers (n=5), special education first-graders (n=5), and adults (n=8) in Brazil received a reading program in which they learned to match printed to dictated words and to construct (copy) printed words. The students not only learned to match the training words but also learned to read them. (Contains references.)…

Effects of 2 procedures (either whole word or phonetic-prompt) for error correction were compared during drills in sight word recognition of 5 students (ages 8 and 9) with developmental disabilities. Results from instruction, same-day tests, and next-day tests indicated that more words were learned in the whole word condition. (Author/DB)

Three students (ages 17, 19, and 21) with moderate disabilities were taught to read and match-to-sample sight words comprising 4 4-member stimulus sets. Student performance indicated that symmetric relations emerged before one-node transitive relations and that one-node transitive relations emerged before two-node transitive relations. Results…