Incidental Learning of Sight Words During Articulation Training The present study examined the acquisition of sight reading vocabulary learned incidentally during articulation training. A multiple probe design across behaviors with reinforced probe conditions was used to evaluate the effectiveness of an articulation training program that included incidental information to teach basic sight word reading. Specifically, beginning readers with ... Research Article
Research Article  |   April 01, 1997
Incidental Learning of Sight Words During Articulation Training
 
Author Affiliations & Notes
  • Sharon R. Stewart
    University of Kentucky, Lexington
  • Lori S. Gonzalez
    University of Kentucky, Lexington
  • Judith L. Page
    University of Kentucky, Lexington
  • Contact author: Sharon R. Stewart, 1028 South Broadway, Suite 3, Division of Communication Disorders, University of Kentucky, Lexington, KY 40504-2605.
    Contact author: Sharon R. Stewart, 1028 South Broadway, Suite 3, Division of Communication Disorders, University of Kentucky, Lexington, KY 40504-2605.×
Article Information
Development / Speech, Voice & Prosody / Research Articles
Research Article   |   April 01, 1997
Incidental Learning of Sight Words During Articulation Training
Language, Speech, and Hearing Services in Schools, April 1997, Vol. 28, 115-126. doi:10.1044/0161-1461.2802.115
History: Received February 2, 1996 , Accepted May 10, 1996
 
Language, Speech, and Hearing Services in Schools, April 1997, Vol. 28, 115-126. doi:10.1044/0161-1461.2802.115
History: Received February 2, 1996; Accepted May 10, 1996

The present study examined the acquisition of sight reading vocabulary learned incidentally during articulation training. A multiple probe design across behaviors with reinforced probe conditions was used to evaluate the effectiveness of an articulation training program that included incidental information to teach basic sight word reading. Specifically, beginning readers with sound production errors received articulation therapy paired with a procedure in which (a) words were printed below the stimulus pictures and (b) the experimenter drew an imaginary line under the word while saying, "Yes, (word). Look, (word)." as part of feedback for articulatory performance. Results indicated that the subjects learned to read sight words incidentally during articulation training, and this learning generalized beyond printed words on cards to printed words on a list.

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