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Spontaneous Response Generalization During Whole Word Instruction: Reading to Spell and Spelling to Read

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Abstract

The bulk of the existing literature emphasizes the use of phonemic/phonetic based instruction to enhance generalization between reading and written language. However, phonetically irregular words are common in English and may require the use of whole word approaches. This study examined generalization between from reading to spelling and from spelling to reading following whole word based instruction using a delayed prompt procedure. The total instructional time was equated across conditions. Students exhibited substantial but incomplete generalization with the degree of generalization varying somewhat across responses and students. The most striking finding was that oral spelling instruction in which the printed word was neither presented nor produced resulted in substantial generalization to reading. These data illustrate a model for examining response generalization in instructional contexts.

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Authors and Affiliations

  1. Department of Psychology, Louisiana State University, Baton Rouge, LA, 70803-5501, USA

    George H. Noell & James E. Connell

  2. Oklahoma State University, Oklahoma City, OK, 73107-6195, USA

    Gary J. Duhon

Authors
  1. George H. Noell
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  2. James E. Connell
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  3. Gary J. Duhon
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Correspondence to George H. Noell.

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Noell, G.H., Connell, J.E. & Duhon, G.J. Spontaneous Response Generalization During Whole Word Instruction: Reading to Spell and Spelling to Read. J Behav Educ 15, 121–130 (2006). https://doi.org/10.1007/s10864-006-9016-8

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  • DOI: https://doi.org/10.1007/s10864-006-9016-8

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