Abstract
Students with developmental disabilities often have difficulty in learning the systematic relations between syllables (auditory stimuli) and characters (visual stimuli) required for reading. Two students with developmental disabilities participated in the present study which used computer-based teaching applied in the home. We examined whether the students could read individual Japanese Hiragana characters after training with a constructional MTS procedure with differential outcome (DO) that was designed to teach word-construction for pictured sample stimuli. The DO procedure provided the differential stimulus (in this case spoken syllables) after response selection. The results showed that the students not only acquired appropriate word-construction responses through this task, they also learned to read Hiragana characters without direct training of this skill. The results are discussed in terms of the effect of the constructional MTS procedure with DO on the acquisition and transfer of reading characters and the applicability of computer-based home teaching.
| Original language | English |
|---|---|
| Pages (from-to) | 263-277 |
| Number of pages | 15 |
| Journal | Behavioral Interventions |
| Volume | 22 |
| Issue number | 4 |
| DOIs | |
| Publication status | Published - 2007 Nov |
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ASJC Scopus subject areas
- Psychology(all)
- Clinical Psychology
Cite this
Computer-based teaching of word construction and reading in two students with developmental disabilities. / Sugasawara, Hiroshi; Yamamoto, Jyun'ichi.
In: Behavioral Interventions, Vol. 22, No. 4, 11.2007, p. 263-277.Research output: Contribution to journal › Article
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TY - JOUR
T1 - Computer-based teaching of word construction and reading in two students with developmental disabilities
AU - Sugasawara, Hiroshi
AU - Yamamoto, Jyun'ichi
PY - 2007/11
Y1 - 2007/11
N2 - Students with developmental disabilities often have difficulty in learning the systematic relations between syllables (auditory stimuli) and characters (visual stimuli) required for reading. Two students with developmental disabilities participated in the present study which used computer-based teaching applied in the home. We examined whether the students could read individual Japanese Hiragana characters after training with a constructional MTS procedure with differential outcome (DO) that was designed to teach word-construction for pictured sample stimuli. The DO procedure provided the differential stimulus (in this case spoken syllables) after response selection. The results showed that the students not only acquired appropriate word-construction responses through this task, they also learned to read Hiragana characters without direct training of this skill. The results are discussed in terms of the effect of the constructional MTS procedure with DO on the acquisition and transfer of reading characters and the applicability of computer-based home teaching.
AB - Students with developmental disabilities often have difficulty in learning the systematic relations between syllables (auditory stimuli) and characters (visual stimuli) required for reading. Two students with developmental disabilities participated in the present study which used computer-based teaching applied in the home. We examined whether the students could read individual Japanese Hiragana characters after training with a constructional MTS procedure with differential outcome (DO) that was designed to teach word-construction for pictured sample stimuli. The DO procedure provided the differential stimulus (in this case spoken syllables) after response selection. The results showed that the students not only acquired appropriate word-construction responses through this task, they also learned to read Hiragana characters without direct training of this skill. The results are discussed in terms of the effect of the constructional MTS procedure with DO on the acquisition and transfer of reading characters and the applicability of computer-based home teaching.
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U2 - 10.1002/bin.248
DO - 10.1002/bin.248
M3 - Article
AN - SCOPUS:37849019943
VL - 22
SP - 263
EP - 277
JO - Behavioral Interventions
JF - Behavioral Interventions
SN - 1072-0847
IS - 4
ER -