Training procedures for acquisition and retention of reading in retarded youth

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Abstract

The effectiveness of trial-and-error, fading, and delay procedures for teaching oral reading responses to four mentally retarded males was evaluated. Trial-and-error training involved pictorial feedback and differential reinforcement of responses to printed stimuli. Both fading and delay procedures consisted of gradual transfer of stimulus control from pictorial representations of the words to the printed stimuli alone. Fading was accomplished via decreasing picture intensities, while delay involved increasing time intervals between word and picture presentations. A multiple baseline design across six sets of three words each was employed. Subjects were given probe sessions consisting of three random presentations of 18 words. Training with one of the three procedures was conducted on one set of three words until a criterion of three consecutive correct trials was met. Dependent measures were correct reading responses, errors of commission, errors of omission during probes, and trials to criterion during training. Significant differences between procedures were demonstrated, with fading and/or delay procedures producing greater acquisition and retention than trial-and-error techniques.

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    Transfer of stimulus control procedures in the acquisition and retention of reading

Cited by (11)

  • Reading Acquisition and Remediation in the Mentally Retarded

    1986, International Review of Research in Mental Retardation
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The data reported in this articles were part of a dissertation by the first author under the direction of the second author.

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