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Effects of Stimulus Disparity on Acquisition of Sight Word Sets: Manipulation of Initial Letter

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Title: Effects of Stimulus Disparity on Acquisition of Sight Word Sets: Manipulation of Initial Letter
Language: English
Authors: Chotto, Jensen, Lozy, Erica D., Marin, Rachel, Donaldson, Jeanne M. (ORCID 0000-0003-1615-6061)
Source: Journal of Applied Behavior Analysis. Win 2023 56(1):131-145.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 15
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Descriptors: Teaching Methods, Sight Method, Phonics, Comparative Analysis, Alphabets, Preschool Children, Mastery Learning
DOI: 10.1002/jaba.955
ISSN: 0021-8855
1938-3703
Abstract: Due to the prevalence of words that cannot be read phonetically in the English language, sight word instruction is required to supplement phonics instruction. In this study, we manipulated stimulus disparity in sight word sets by comparing the effects of sets of sight words with the same initial letter (3 words per set, 3 total sets) versus distributing words with the same initial letter across sets when assessing acquisition of the combined set (9 words) for 5 children who ranged from 4-6 years of age using a combined adapted alternating treatments design and pre-posttest design. All participants mastered the 3-word sets in both teaching conditions but did not master the control sets. In general, participants required more teaching sessions when the words in sets began with the same letter. These findings are consistent with stimulus disparity research demonstrating that discrimination training is generally less efficient when comparison stimuli are similar.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1363368
Database: ERIC
FullText Text:
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  Data: Effects of Stimulus Disparity on Acquisition of Sight Word Sets: Manipulation of Initial Letter
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Chotto%2C+Jensen%22">Chotto, Jensen</searchLink><br /><searchLink fieldCode="AR" term="%22Lozy%2C+Erica+D%2E%22">Lozy, Erica D.</searchLink><br /><searchLink fieldCode="AR" term="%22Marin%2C+Rachel%22">Marin, Rachel</searchLink><br /><searchLink fieldCode="AR" term="%22Donaldson%2C+Jeanne+M%2E%22">Donaldson, Jeanne M.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1615-6061">0000-0003-1615-6061</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Applied+Behavior+Analysis%22"><i>Journal of Applied Behavior Analysis</i></searchLink>. Win 2023 56(1):131-145.
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: Y
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  Data: 15
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  Data: 2023
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Sight+Method%22">Sight Method</searchLink><br /><searchLink fieldCode="DE" term="%22Phonics%22">Phonics</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Alphabets%22">Alphabets</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Mastery+Learning%22">Mastery Learning</searchLink>
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  Data: 10.1002/jaba.955
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  Data: 0021-8855<br />1938-3703
– Name: Abstract
  Label: Abstract
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  Data: Due to the prevalence of words that cannot be read phonetically in the English language, sight word instruction is required to supplement phonics instruction. In this study, we manipulated stimulus disparity in sight word sets by comparing the effects of sets of sight words with the same initial letter (3 words per set, 3 total sets) versus distributing words with the same initial letter across sets when assessing acquisition of the combined set (9 words) for 5 children who ranged from 4-6 years of age using a combined adapted alternating treatments design and pre-posttest design. All participants mastered the 3-word sets in both teaching conditions but did not master the control sets. In general, participants required more teaching sessions when the words in sets began with the same letter. These findings are consistent with stimulus disparity research demonstrating that discrimination training is generally less efficient when comparison stimuli are similar.
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  Label: Abstractor
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  Data: As Provided
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  Data: 2023
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  Data: EJ1363368
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      – SubjectFull: Phonics
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      – SubjectFull: Comparative Analysis
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      – SubjectFull: Alphabets
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      – TitleFull: Effects of Stimulus Disparity on Acquisition of Sight Word Sets: Manipulation of Initial Letter
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