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Direct linkVarella, André A. B.; de Souza, Deisy G. – Journal of Applied Behavior Analysis, 2015
The effects of class-specific compound consequences embedded in an identity-matching task to establish arbitrary emergent relations were evaluated. A 3-year-old child with autism was taught identity relations between lowercase letters (Set 1) and uppercase letters (Set 2). A compound stimulus that consisted of an auditory component (dictated…
Descriptors: Autism, Teaching Methods, Task Analysis, Alphabets
Carroll, Julia M. – Journal of Research in Reading, 2004
There is a wealth of evidence linking letter knowledge and phoneme awareness, but there is little research examining the nature of this relationship. This article aims to elucidate this relationship by considering the links between letter knowledge and two sub-skills of phoneme awareness: phoneme segmentation and phoneme invariance. Two studies…
Descriptors: Phonemes, Beginning Reading, Phoneme Grapheme Correspondence, Alphabets
Peer reviewedSamuels, S. Jay – Reading Teacher, 1971
Describes research results showing that letter-name knowledge does not aid the beginning reader in pronouncing words composed of the same letters. Suggests that letter-sound knowledge does have a beneficial effect. Bibliography. (RW)
Descriptors: Alphabets, Auditory Discrimination, Beginning Reading, Behavioral Objectives
Peer reviewedSamuels, S. Jay – American Educational Research Journal, 1972
Two experimental studies failed to support the assumption that letter-name knowledge facilitates reading. (CK)
Descriptors: Beginning Reading, Discrimination Learning, Graphemes, Letters (Alphabet)
