Abstract
This experiment investigates a programed method of reading instruction for use with kindergarten children. The Ss were taught 14 words within the context of the story, Goldilocks and the Three Bears. Correct reading responses were overdetermined in the beginning by using echoic, tactual, intraverbal, and textual stimuli. The supplementary stimuli were gradually faded until the reading responses came under control of only the textual stimuli. There were three different procedures. Procedure I was as described above. The echoic stimuli were deleted in Procedure II, and the tactual stimuli were deleted in Procedure III. Most Ss in all three procedures completed the program and showed significant improvement in ability to read the 14 words. The apparent lack of effectiveness of the echoic and tactual stimuli was discussed in terms of the strong intraverbal control which most children demonstrate for Goldilocks and the Three Bears.
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References
McNEMAR, QUINN. 1962. Psychological Statistics. New York and London: John Wiley and Sons, Inc., (third edition).
SKINNER, B. F. 1957. Verbal Behavior. New York: Appleton-Century-Crofts.
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This research was conducted at the University of North Carolina at Chapel Hill as part of the experimenter’s doctoral dissertation under the direction of Eugene R. Long, whose direction and ideas were invaluable. The writer wishes to thank Kendon Smith for commenting on the manuscript.
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McDowell, E.E. A Programed Method of Reading Instruction for Use With Kindergarten Children. Psychol Rec 18, 233–239 (1968). https://doi.org/10.1007/BF03393766
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DOI: https://doi.org/10.1007/BF03393766