READING ACQUISITION THROUGH AN ERRORLESS DISCRIMINATION PROCEDURE (EXCLUSION):
A REPLICATION WITH PRESCHOOLERS
Keywords:
Reading acquisition, Errorless discrimination, Minimal textual units, Exclusion, PreschoolersAbstract
The present study investigated, with three preschoolers,
the acquisition of reading (oral naming of textual stimuli) through a
teaching program in which an exclusion procedure was embebed in order
to increase a repertoire of matching written words to spoken words. The
teaching program, which combines exclusion tasks, and equivalence and
generalization tests, had been previously designed and evaluated. In the
exclusion trials, two written words were simultaneously presented to the
subject; one was a new word and the other was a word that the subject
had already learned to match to the corresponding spoken word. The
subject was asked to point to the printed word corresponding to the word
spoken by the experimenter (oral sample). When the experimenter
dictated the new word, the known word could function as a cue based on
which the subject would reject the known word and select the new one.
The teaching program involved the expansion of this matching repertoire,
and evaluated 1) if the subject would leam to name the words previously
matched. when presented with the printed stimulus alone, and 2) if he
would become able to present generalized reading when exposed to new
words composed by the rearrangement of syllables from the learned
words. The results replicated previous studies with students with a history of
academic failure: the subjects learned to read the training words and
began to present generalized reading along the program. The occurrence
of generalized reading indicates that the subjects dominated the
mechanisms of analysis and synthesis involved in reading, that is, their
textual behavior carne under the contrai of textual minimal units. Also, the
speed of generalization seems to be related to the amount of training
required for the emergence of the reading of paired words. These results
extend the generality of data on the effects of the exclusion procedure,
establishing stimulus contrai by textual minimal units also with preschoolers
who did not have any experience with formal teaching of reading.
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