Identity matching of consonant-vowel-consonant words by prereaders

Journal of Applied Behavior Analysis

Volumn 33, Issue 3, 2000, Pages 309-312

  Saunders, Kathryn J ^a   Johnston, Mark D ^b   Brady, Nancy C ^b  

^a Parsons Research Center   (United States)

^b NONE

Author keywords

Complex stimuli; Identity matching; Reading; Stimulus control

Indexed keywords

ARTICLE; CHILD; HUMAN; LINGUISTICS; PHONETICS; PRESCHOOL CHILD; READING; TEACHING;

CHILD; CHILD, PRESCHOOL; HUMANS; PHONETICS; READING; TEACHING; VOCABULARY;

EID: 0034279855     PISSN: 00218855     EISSN: None     Source Type: Journal    
DOI: 10.1901/jaba.2000.33-309     Document Type: Article

References (3)

1. Birnie-Selwyn, B., & Guerin, B. (1997). Teaching children to spell: Decreasing consonant cluster errors by eliminating selective stimulus control. Journal of Applied Behavior Analysis, 30, 69-91.
2. Bryne, B., & Fielding-Barnsley, R. (1989). Phonemic awareness and letter knowledge in the child's acquisition of the alphabetic principle. Journal of Educational Psychology, 81, 313-321.
3. Stromer, R., McIlvane, W. J., Dube, W. V., & Mackay, H. A. (1993). Assessing control by elements of complex stimuli in delayed matching to sample. Journal of the Experimental Analysis of Behavior, 59, 83-102.