摘要：We studied the effects of delayed constructed-response identity matching on spelling with 6 first graders with histories of school failure. After training, the children learned to spell words to dictation and their cursive writing improved. These results replicate studies showing that delayed constructed-response matching establishes spelling. For 2 children, spelling of generalization words--words formed by recombining the syllables of training words--also improved. These results extend studies that have shown recombinative generalization in reading and spelling. Full Text The Full Text of this article is available as a PDF (102K). Selected References These references are in PubMed. This may not be the complete list of references from this article. De Rose J, De Souza D. Teaching Reading And Spelling: Exclusion And Stimulus Equivalence. J Appl Behav Anal. 1996 Winter; 29 (4):451–469. [ PubMed ] Mueller MM, Olmi DJ, Saunders KJ. Recombinative generalization of within-syllable units in prereading children. J Appl Behav Anal. 2000 Winter; 33 (4):515–531. [ PubMed ] Saunders Kathryn J, O'Donnell Jennifer, Vaidya Manish, Williams Dean C. Recombinative generalization of within-syllable units in nonreading adults with mental retardation. J Appl Behav Anal. 2003 Spring; 36 (1):95–99. [ PubMed ] Sidman M. Reading and auditory-visual equivalences. J Speech Hear Res. 1971 Mar; 14 (1):5–13. [ PubMed ] Stromer R, Mackay HA. Spelling and emergent picture-printed word relations established with delayed identity matching to complex samples. J Appl Behav Anal. 1992 Winter; 25 (4):893–904. [ PubMed ] Stromer R, Mackay HA. Delayed identity matching to complex samples: teaching students with mental retardation spelling and the prerequisites for equivalence classes. Res Dev Disabil. 1993 Jan–Feb; 14 (1):19–38. [ PubMed ]
