View in EDS HTML Full Text PDF Full Text

When Fluent Reading Isn't: Sources of Stimulus Control during Fluent Picture-Book Reading.

Saved in:
Bibliographic Details
Title: When Fluent Reading Isn't: Sources of Stimulus Control during Fluent Picture-Book Reading.
Authors: Lewis, Taylor K. (AUTHOR), Cariveau, Tom (AUTHOR), Brown, Alexandria (AUTHOR), Ellington, Paige (AUTHOR)
Source: Journal of Behavioral Education. Mar2026, Vol. 35 Issue 1, p204-221. 18p.
Subjects: Reading intervention, Reading disability, Reading, Word recognition, Curiosity, Literacy, Picture books
Abstract: Children are frequently exposed to a range of experiences that presumably produce improvements in later reading. Shared storybook reading is commonly prescribed for emerging readers. Subsequent opportunities for the learner to read the same book might appear to produce fluent reading; however, due to the invariant presentation of several possible controlling stimuli (e.g., text, illustrations, and story sequence), unintended sources of control are possible or even likely. The current study evaluated the development of stimulus control topographies following picture-book reading by six children exhibiting reading deficits. Participants read two picture books daily. For one book, participants first viewed a model of the book being read. A second book was read daily without a model. The order of the books varied across days. Participants exhibited improvements in fluency in both conditions. Participants' performance on subsequent stimulus control assessments suggested that responding had come under tact, rather than textual or intraverbal, control. These findings have implications for reading interventions and recommended practices for the home literacy environment. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Behavioral Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
Full text is not displayed to guests.
FullText Links:
  – Type: pdflink
Text:
  Availability: 1
Header DbId: pbh
DbLabel: Psychology and Behavioral Sciences Collection
An: 193883897
AccessLevel: 6
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: When Fluent Reading Isn't: Sources of Stimulus Control during Fluent Picture-Book Reading.
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Lewis%2C+Taylor+K%2E%22">Lewis, Taylor K.</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Cariveau%2C+Tom%22">Cariveau, Tom</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Brown%2C+Alexandria%22">Brown, Alexandria</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Ellington%2C+Paige%22">Ellington, Paige</searchLink> (AUTHOR)
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="JN" term="%22Journal+of+Behavioral+Education%22">Journal of Behavioral Education</searchLink>. Mar2026, Vol. 35 Issue 1, p204-221. 18p.
– Name: Subject
  Label: Subjects
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Reading+intervention%22">Reading intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+disability%22">Reading disability</searchLink><br /><searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Word+recognition%22">Word recognition</searchLink><br /><searchLink fieldCode="DE" term="%22Curiosity%22">Curiosity</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Picture+books%22">Picture books</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Children are frequently exposed to a range of experiences that presumably produce improvements in later reading. Shared storybook reading is commonly prescribed for emerging readers. Subsequent opportunities for the learner to read the same book might appear to produce fluent reading; however, due to the invariant presentation of several possible controlling stimuli (e.g., text, illustrations, and story sequence), unintended sources of control are possible or even likely. The current study evaluated the development of stimulus control topographies following picture-book reading by six children exhibiting reading deficits. Participants read two picture books daily. For one book, participants first viewed a model of the book being read. A second book was read daily without a model. The order of the books varied across days. Participants exhibited improvements in fluency in both conditions. Participants' performance on subsequent stimulus control assessments suggested that responding had come under tact, rather than textual or intraverbal, control. These findings have implications for reading interventions and recommended practices for the home literacy environment. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Behavioral Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=193883897
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s10864-025-09579-7
    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 18
        StartPage: 204
    Subjects:
      – SubjectFull: Reading intervention
        Type: general
      – SubjectFull: Reading disability
        Type: general
      – SubjectFull: Reading
        Type: general
      – SubjectFull: Word recognition
        Type: general
      – SubjectFull: Curiosity
        Type: general
      – SubjectFull: Literacy
        Type: general
      – SubjectFull: Picture books
        Type: general
    Titles:
      – TitleFull: When Fluent Reading Isn't: Sources of Stimulus Control during Fluent Picture-Book Reading.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Lewis, Taylor K.
      – PersonEntity:
          Name:
            NameFull: Cariveau, Tom
      – PersonEntity:
          Name:
            NameFull: Brown, Alexandria
      – PersonEntity:
          Name:
            NameFull: Ellington, Paige
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 03
              Text: Mar2026
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 10530819
          Numbering:
            – Type: volume
              Value: 35
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Journal of Behavioral Education
              Type: main
ResultId 1