Abstract
We examined the generalized effects of training children to fluently blend phonemes of words containing target vowel teams
on their reading of trained and untrained words in lists and passages. Three second-grade students participated. A subset
of words containing each of 3 target vowel teams (aw, oi, and au) was trained in lists, and generalization was assessed to untrained words in lists, trained and untrained words in target
passages, and novel words in generalization passages. A multiple probe design across vowel teams revealed generalized increases
in oral reading accuracy for target words presented in both lists and passages for all 3 students on 2 vowel teams and for
1 student on all 3 vowel teams. Generalized increases in oral reading fluency in both lists and passages were found for all
3 students on the vowel team that was trained to a fluency criterion, with two students showing increases prior to training
on the other two vowel teams. Implications of these results for building fluency in prerequisite phonemic awareness skills
as an intervention for promoting generalized oral reading fluency are discussed.
on their reading of trained and untrained words in lists and passages. Three second-grade students participated. A subset
of words containing each of 3 target vowel teams (aw, oi, and au) was trained in lists, and generalization was assessed to untrained words in lists, trained and untrained words in target
passages, and novel words in generalization passages. A multiple probe design across vowel teams revealed generalized increases
in oral reading accuracy for target words presented in both lists and passages for all 3 students on 2 vowel teams and for
1 student on all 3 vowel teams. Generalized increases in oral reading fluency in both lists and passages were found for all
3 students on the vowel team that was trained to a fluency criterion, with two students showing increases prior to training
on the other two vowel teams. Implications of these results for building fluency in prerequisite phonemic awareness skills
as an intervention for promoting generalized oral reading fluency are discussed.
- Content Type Journal Article
- Category Original Paper
- Pages 1-21
- DOI 10.1007/s10864-012-9159-8
- Authors
- Brian K. Martens, Department of Psychology, Syracuse University, 430 Huntington Hall, Syracuse, NY 13244-2340, USA
- Candace S. Werder, Department of Psychology, Syracuse University, 430 Huntington Hall, Syracuse, NY 13244-2340, USA
- Bridget O. Hier, Department of Psychology, Syracuse University, 430 Huntington Hall, Syracuse, NY 13244-2340, USA
- Elizabeth A. Koenig, Department of Psychology, Syracuse University, 430 Huntington Hall, Syracuse, NY 13244-2340, USA
- Journal Journal of Behavioral Education
- Online ISSN 1573-3513
- Print ISSN 1053-0819