READING ACQUISITION AFTER A HISTORY OF ACADEMIC FAILURE:
STIMULUS EQUIVALENCE AND GENERALIZATION
Abstract
Six children with a history of school failure participated in a
program to establish conditional discriminations with spoken words as
samples and printed words as comparison stimuli. New discriminations
were taught by "exclusion": a new printed word was displayed together
with a baseline word, and the new word was dictated as a sample. Only
words formed by simple syllables were used in training. Probes verifyed
whether the following repertoires emerged: a) matching words to corresponding
pictures and vice-versa (which would indicate that printed words,
spoken words and pictures comprised classes of equivalent stimuli); b)
reading these words aloud; and c) generalization of reading to new words
formed by recombination of syllables from words previously taught. Four
subjects learned to read the words taught by exclusion, and to match these
words to corresponding pictures. With these children, reading generalization
developed along the program. Two subjects did not complete the
program: they learned to read the words taught by exclusion, but this response
was poorly maintained, and no generalization occurred. The results
show that reading with comprehension may be produced by teaching
conditional relations between spoken and printed words. The acquisition
of generalized reading may be interpreted as acquisition of control by minimal
textual units.
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