Teaching spelling skills via matching-to-sample: two case studies with Fetal Alcohol Spectrum Disorder

Resumen

Constructed response matching to sample was used to teach letter sequencing to two children with Fetal Alcohol Spectrum Disorder who had difficulties in visual recognition of words and letter sequencing. Matching trials displayed letter sequences as samples and a pool of letters. The participants’ task was to construct a sequence identical to a sample that remained present on the screen. An observing response to each sample component was required before selecting the corresponding letter comparison. A hierarchy of cues for self-correction followed incorrect observing responses, and cues were removed after one or two successful trials. Three successive phases trained construction of two, three, and four-letter sequences, respectively. The fourth phase mixed sequences with two, three, and four letters in a random sequence of trials. To evaluate generalized constructed response matching, new sequences were presented without cues for correction of observing and selection responses. Both participants constructed correctly new sequences in the absence of cues, but occasional sequencing errors persisted for one participant. Errors by omission of characters were more frequent and were related to the participant’s tendency to displace responding to the right of the target component.

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Cómo citar (APA 7)

Ferrari, C., de Rose, J. C., Giacheti, C. M., & McIlvane, W. J. (2023). Teaching spelling skills via matching-to-sample: two case studies with Fetal Alcohol Spectrum Disorder. https://doi.org/10.31234/osf.io/ctwzn