Effect of a Stimulus Shaping Procedure on Fluent Letter Sound Acquisition.

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Numerous studies have evaluated and confirmed many benefits of errorless learning and fluency-based procedures. The purpose of this study was to evaluate the benefits of combining an errorless learning procedure, stimulus shaping, and fluency-based procedures to teach see/say letter sound discriminations to three preschool children. Participants were taught 6 letter sounds using a hear/point stimulus shaping procedure followed by a see/say fluency-based procedure. A second letter set was taught using only the fluency-based procedure. Results showed that combining the procedures reduced the amount of teaching time by up to 40% and the percent of errors by up to 50%. This ... continued below

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Maxwell, Larisa Ann August 2009.

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  • Maxwell, Larisa Ann

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Numerous studies have evaluated and confirmed many benefits of errorless learning and fluency-based procedures. The purpose of this study was to evaluate the benefits of combining an errorless learning procedure, stimulus shaping, and fluency-based procedures to teach see/say letter sound discriminations to three preschool children. Participants were taught 6 letter sounds using a hear/point stimulus shaping procedure followed by a see/say fluency-based procedure. A second letter set was taught using only the fluency-based procedure. Results showed that combining the procedures reduced the amount of teaching time by up to 40% and the percent of errors by up to 50%. This preliminary evidence shows exceptional promise in application of this combination of procedures to teach letter sounds to preschool children.

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  • August 2009

Added to The UNT Digital Library

  • Nov. 19, 2009, 8:18 p.m.

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  • March 17, 2017, 11:06 a.m.

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Maxwell, Larisa Ann. Effect of a Stimulus Shaping Procedure on Fluent Letter Sound Acquisition., thesis, August 2009; Denton, Texas. (digital.library.unt.edu/ark:/67531/metadc11025/: accessed October 16, 2018), University of North Texas Libraries, Digital Library, digital.library.unt.edu; .