Cross-Modality Generalization in Reading and Spelling Instruction

Abstract

Reading and spelling are essential skills for educational success. Spelling instruction research has examined varied modalities but has never directly compared written versus oral spelling. Theoretical and empirical indications exist that either method may be superior to the other. Study 1 compared written and oral spelling instruction for rates of spelling acquisition and generalization to reading. Results indicated written spelling instruction resulted in more rapid acquisition of spelling and reading accuracy compared to oral spelling instruction. Previous research has demonstrated cross-modality generalization can occur between reading and spelling (Noell, Connell, & Duhon, 2006); however, methodological issues limited these investigations. Study 2 compared reading instruction alone, spelling instruction alone, and combined reading and spelling instruction while controlling for instructional time. Results indicated that combined instruction led to the most rapid acquisition of spelling and reading accuracy. These findings are discussed in relation to behavioral concepts such as stimulus control and generalization.

Keywords:

• generalization
• teaching efficiency
• reading
• spelling
• academic intervention

Additional information

Notes on contributors

Sarah J. Miller

Sarah J. Miller, PhD, is an assistant professor in the Department of Pediatrics at Emory University School of Medicine and a psychologist at the Marcus Autism Center. Her research interests include intervention efficiency, increasing the portability of behavior interventions into the natural environment, and interventions to improve caregiver treatment integrity.

George H. Noell

George H. Noell, PhD, is a professor of psychology at Louisiana State University. His research interests include value added assessment of teacher preparation, child behavior therapy, and treatment implementation. He has worked closely with policy makers in Louisiana to improve students’ access to effective schools.

Elise C. McIver

Elise C. McIver, PhD, is a postdoctoral fellow at Live Oak Children's Center in Covington, LA. She received her doctoral degree in school psychology from Louisiana State University and completed an internship at the Kennedy Krieger Institute and the Johns Hopkins University School of Medicine in Baltimore, MD. Her clinical interests include the assessment and treatment of problem behavior, teacher consultation, and behavioral parent/caregiver training.

Catherine R. Lark

Catherine R. Lark, MA, is a doctoral candidate at Louisiana State University and is currently completing her predoctoral internship at the Marcus Autism Center. Her primary research interest is on the development of behavioral strategies to treat child psychopathology.