An analysis of initial acquisition and maintenance of sight words following picture matching and copy, cover, and compare teaching methods

被引：5

作者：

Conley, CM ^{[1
]}

Derby, KM ^{[1
]}

Roberts-Gwinn, M ^{[1
]}

Weber, KP ^{[1
]}

McLaughlin, TE ^{[1
]}

机构：

[1] Gonzaga Univ, Dept Special Educ, Spokane, WA 99258 USA

来源：

JOURNAL OF APPLIED BEHAVIOR ANALYSIS | 2004年 / 37卷 / 03期

关键词：

copy; cover; and compare method; reading acquisition; word recognition;

D O I：

10.1901/jaba.2004.37-339

中图分类号：

B849 [应用心理学];

学科分类号：

040203 ;

摘要：

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.

引用

页码：339 / 349

页数：11

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