The Role of Verbal Behavior Development in Reading and Spelling Sight Words
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| Title: | The Role of Verbal Behavior Development in Reading and Spelling Sight Words |
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| Language: | English |
| Authors: | Tanya Bajwa |
| Source: | ProQuest LLC. 2023Ph.D. Dissertation, Columbia University. |
| Availability: | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Peer Reviewed: | N |
| Page Count: | 137 |
| Publication Date: | 2023 |
| Document Type: | Dissertations/Theses - Doctoral Dissertations |
| Descriptors: | Verbal Communication, Sight Vocabulary, Sight Method, Reading Instruction, Spelling Instruction, Incidental Learning, Naming |
| ISSN: | 3797-8330 |
| ISBN: | 979-83-7978-330-3 |
| Abstract: | In 3 experiments, I investigated the role of verbal behavior development in reading and spelling sight words. I evaluated effects of different interventions for reading and spelling sight words and establishing the transformation of stimulus function across word reading and spelling. In Experiment 1, I evaluated the effects of 3 interventions on the acquisition and maintenance of sight words: single topography exemplar instruction (STEI), multiple topography exemplar instruction (MTEI), and MTEI with dictation (MTEI-D). The STEI intervention consisted of reading individual sight words. The MTEI intervention consisted of reading, pointing-to, and intraverbally responding to sight words. The MTEI-D intervention consisted of reading, pointing-to, and writing dictation responses for sight words. I measured the acquisition and maintenance of sight words through 5 response topographies: textual, intraverbal, point-to, sentence generalization, and dictation responses. The results indicated that participants acquired and maintained textual, intraverbal, point-to, and sentence generalization responses across all 3 conditions but only acquired dictation responses in the MTEI-D condition. The results from the MTEI-D condition suggest that the rotation of textual and dictation responses may have established transformation of stimulus function (TSF) across word reading and spelling. Experiment 2 evaluated the effects of multiple exemplar instruction (MEI) across word reading and spelling on establishing TSF across word reading and spelling. The results from Experiment 2 indicated that the MEI intervention was not effective in establishing TSF across word reading and spelling for all participants. However, the results highlighted the need to further evaluate the role of other cusps such as, incidental bidirectional naming (Inc-BiN) and conditioned seeing, in strengthening the stimulus control for establishing TSF across word reading and spelling. In Experiment 3, I evaluated the effects of a MEI intervention across delayed textual and delayed transcription responses on establishing TSF across word reading and spelling. The results demonstrated that MEI across delayed textual and transcription responses was effective in establishing TSF across word reading and spelling for all participants. The results also demonstrated that all participants increased in their correct responding for conditioned seeing probes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Access URL: | https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:30527373 |
| Accession Number: | ED636762 |
| Database: | ERIC |
| Abstract: | In 3 experiments, I investigated the role of verbal behavior development in reading and spelling sight words. I evaluated effects of different interventions for reading and spelling sight words and establishing the transformation of stimulus function across word reading and spelling. In Experiment 1, I evaluated the effects of 3 interventions on the acquisition and maintenance of sight words: single topography exemplar instruction (STEI), multiple topography exemplar instruction (MTEI), and MTEI with dictation (MTEI-D). The STEI intervention consisted of reading individual sight words. The MTEI intervention consisted of reading, pointing-to, and intraverbally responding to sight words. The MTEI-D intervention consisted of reading, pointing-to, and writing dictation responses for sight words. I measured the acquisition and maintenance of sight words through 5 response topographies: textual, intraverbal, point-to, sentence generalization, and dictation responses. The results indicated that participants acquired and maintained textual, intraverbal, point-to, and sentence generalization responses across all 3 conditions but only acquired dictation responses in the MTEI-D condition. The results from the MTEI-D condition suggest that the rotation of textual and dictation responses may have established transformation of stimulus function (TSF) across word reading and spelling. Experiment 2 evaluated the effects of multiple exemplar instruction (MEI) across word reading and spelling on establishing TSF across word reading and spelling. The results from Experiment 2 indicated that the MEI intervention was not effective in establishing TSF across word reading and spelling for all participants. However, the results highlighted the need to further evaluate the role of other cusps such as, incidental bidirectional naming (Inc-BiN) and conditioned seeing, in strengthening the stimulus control for establishing TSF across word reading and spelling. In Experiment 3, I evaluated the effects of a MEI intervention across delayed textual and delayed transcription responses on establishing TSF across word reading and spelling. The results demonstrated that MEI across delayed textual and transcription responses was effective in establishing TSF across word reading and spelling for all participants. The results also demonstrated that all participants increased in their correct responding for conditioned seeing probes. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
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| ISBN: | 979-83-7978-330-3 |
| ISSN: | 3797-8330 |
