AN ANALYSIS OF INITIAL ACQUISITION AND MAINTENANCE OF SIGHT WORDS FOLLOWING PICTURE MATCHING AND COPY, COVER, AND COMPARE TEACHING METHODS

AN ANALYSIS OF INITIAL ACQUISITION AND MAINTENANCE OF SIGHT WORDS FOLLOWING PICTURE MATCHING AND COPY, COVER, AND COMPARE TEACHING METHODS

This study compared the copy, cover, and compare method to a picture—word matching method for teaching sight word recognition. Participants were 5 kindergarten students with less than preprimer sight word vocabularies who were enrolled in a public school in the Pacific Northwest. A multielement desi...

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Veröffentlicht in:Journal of applied behavior analysis 2004, Vol.37 (3), p.339-349
Hauptverfasser: Conley, Colleen M., Derby, K. Mark, Roberts-Gwinn, Michelle, Weber, Kimberly P., McLaughlin, T. F.
Format: Artikel
Sprache:eng
Schlagworte:
and compare method
Biological and medical sciences
Child, Preschool
Comparative analysis
copy
cover
Educational psychology
Female
Fundamental and applied biological sciences. Psychology
Humans
Imitative Behavior
Kindergarten
Kindergarten students
Language acquisition
Maintenance
Male
Pacific Northwest
Pattern Recognition, Visual
Psychology
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Psychopedagogics. Didactics
reading acquisition
Reading Instruction
Recognition (Psychology)
Sight Vocabulary
Teaching - methods
Verbal Learning
Visual Perception
Vocabulary
Word Recognition
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Beschreibung
Zusammenfassung:This study compared the copy, cover, and compare method to a picture—word matching method for teaching sight word recognition. Participants were 5 kindergarten students with less than preprimer sight word vocabularies who were enrolled in a public school in the Pacific Northwest. A multielement design was used to evaluate the effects of the two interventions. Outcomes suggested that sight words taught using the copy, cover, and compare method resulted in better maintenance of word recognition when compared to the picture‐matching intervention. Benefits to students and the practicality of employing the word‐level teaching methods are discussed.
ISSN:0021-8855
1938-3703
DOI:10.1901/jaba.2004.37-339