Four elementary school children were tested on 120 words containing the short e (e.g., ten, pen) and short a (e.g., tan, pan) sounds. Words were tested in the hear-write (H/W) and see-say (S/S) channels. No programmed consequences were scheduled during baseline (BL) tests 1-3. After BL, an error analysis categorized words based on channel error and topography of error. Praise was delivered during tests 4-6 for correct responses. Children's responses were variable within channel and across channels for a majority of words. By the end of the praise phase, there was a decrease in the number of words with errors, for all children in their error word group. Error topographies began to stabilize for some words during praise.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc5465 |
| Date | 12 1900 |
| Creators | Edwards, Bobbie |
| Contributors | Rosales-Ruiz, Jesus, Ellis, Janet, Glenn, Sigrid S., 1939- |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | Text |
| Rights | Public, Copyright, Edwards, Bobbie, Copyright is held by the author, unless otherwise noted. All rights reserved. |
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