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Download File ! ! ! ! The Effects of the Mastery of Auditory Matching of Component Sounds to Words on the Rate and Accuracy of Textual and Spelling Responses Laura Lyons ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy under the Executive Committee of the Graduate School of! Arts and Sciences ! COLUMBIA UNIVERSITY 2014 ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! © 2014 Laura Lyons All rights reserved ABSTRACT! The Effects of the Mastery of Auditory Matching of Component Sounds to Words on the Rate and Accuracy of Textual and Spelling Responses Laura Lyons ! Textual responding or a see print and say sound response, often called “decoding,” is a key component of reading. Teaching letter sounds and how to say these sounds together as words is a repertoire that allows students to become independent readers (McGuiness, 2004). However, some students have difficulty with blending letter sounds to read words (Carnine, 1997). Spelling is the reciprocal process to textual responding (McGuiness, 2004). To spell, an individual must segment component sounds in a word to write the correct graphemes. In two experiments, the experimenter tested the effects of the acquisition of matching component phoneme sounds to the words they comprise and vise-versa using an experimenter designed computer-based auditory match to sample (MTS) instructional program on textual responding and spelling of words with taught phonemes, and the rate of acquisition of new textual responses. Participants in Experiment I included 6 kindergarten students and 3 preschool students who required many instructional trials to meet textual responding objectives. Participants in Experiment II were 2 students (one kindergartener and one second grader) diagnosed with autism and 3 kindergarten students. Participants did not read words composed of letter sounds they had mastered. Results of Experiments I and II demonstrated a functional relation between the auditory matching program and textual responding and rates of learning for all participants. Results are discussed from the perspective of the Verbal Behavior Developmental Theory (VBDT), in terms of the importance of verbal developmental cusps and the joining of listener and speaker repertoires in textual responding and spelling. ! TABLE OF CONTENTS Page LIST OF TABLES……………………………………………………………………………….iv LIST OF FIGURES………………………………………………………………………………v ACKNOWLEDGEMENTS………………………………………………………………….…vi! CHAPTER I: REVIEW OF THE LITERATURE………………………………………………1 Introduction………………………………………………………………………………1 Review of the Literature…………………………………………………………………4 Literacy……………………..…………………………………………………….4 Phonics Instruction……….………………………………………………………5 Textual Behavior……………………………………………………………….….7 Component and Composite Repertoires……….………………………………….9 Phoneme-Grapheme Correspondence……………………………………………14 Spelling………………………………..…………………………………………14 Writing Systems…………………………………………………………….……16 Blending……………………………………………………………………….…17 Language and Reading……………………………………………………….…..19 Observing and Producing….……………………………………………21 i Emergent Behavior……………………………………………………24 Stimulus Equivalence…………………………………………….25 Relational Frame Theory….……….…………………………….27 Naming Theory…………………………………………………..28 Verbal Behavior Development Theory…….………………….….30 VBDT and Verbal and Academic Development…………………………………32 Speaker-as-own-Listener Behavior……………………………………..34 Overt and Covert Verbal Behavior……………………………………..35 Blending, VBDT, & Textually Responding……………..……………..37 Rational and Educational Significance………………..…………………………38 Research Questions………………………………………………………………38! CHAPTER II: EXPERIMENT I…………………………………………………………………40 Method…………………………………………………………………………………………40 Participants….……………………………………………………………………40 Setting and Materials……………………………………………………….……44 Procedure………………………………………………………………………………………49 Results……………………………………………………………………………………66 Discussion………..………………………………………………………………………74 CHAPTER III: EXPERIMENT 2…………………………………………………………….…79 Method……………………………………………………………………………79 Participants………………………………………………………………….…80 ii Setting…………………………………………………………………………82 Procedure………………………………………………………………………………………82 Results……………………………………………………………………………………85 Discussion………..………………………………………………………………………93 CHAPTER IV: GENERAL DISCUSSION………………………………………………96 Implications…………..…………………………………………………………….…99 Limitations………….………………………………………………………………..103 Future Research………………………………………………………………………104 Conclusion……………………………………………………………………………104 REFERENCES…………………………………………………………………………………106 Appendix A. Definition of Terms……………………………………………………………118 ! ! ! ! ! ! iii List of Tables Table Page 1. AIL® Classroom Standard Tactics and Procedures………….….……………………………42 2. Participant Information for Experiment I……………….………………………………….43 3. Definitions of Component and Composite Textual and Spelling Responses………………53 4. Dependent Variable 1. Words and non-word morphemes…………………………………54 5. Dependent Variable 2. Word lists to calculate learn units to criterion………………………55 6. Dependent Variable 3. Words used during the vocal blending pre and post- intervention….57 7. Independent Variable: Auditory matching program phases and target words……………….63 8. Participant Information for Participants in Experiment II………………………….………..81 ! ! ! ! ! ! ! ! iv List of Figures Figure Page 1. Morningside Phonics Page Photo……………………………………………………….……56 2. Example of Matching Component Sounds to Composite Words Computer/ipad Screen……62 3. Correct Textual Responses and Component Sounds and Textual Responses ………………69 4. Number of Correct Vocally Blended Phonemes for Participants in Experiment I…………70 5. Number of Learn Units to Criterion for Phonemes and Words for Participants 1-4 ………71 6. Learn units to criterion for Morningside Phonics© objectives for Participants 5 and 6……72 7. Number of Learn Units to Criterion for Phonemes and Words for Participants 7-9…………73 8. Correct Textual Responses and Component Sounds for Participants in Experiment II ….….88 9. Number of Learn Units to Criterion Participants in Experiment II ………………………….89 10. Number of Correctly Written Graphemes for Participants in Experiment II……..…….……90 11. Number of Correctly Written Graphemes and Correctly Written Graphemes………………91 12. Number of Words Spelled Correctly for Participants in Experiment II…….………………92 13. Number of Correct Vocally Blended Phonemes for Participants in Experiment II…….….…93 ! ! v ACKNOWLEDGMENTS “A family is people who make you feel at home.” I am so lucky to know and be a part of so many families. I am grateful to all of them. Thank you first to the Lyons family: Sid, Lisa, Sidney, Lindsey, and Andrew. Your strength, humor, and support means more than you will ever know. Thank you to the Williams and Lyons families; from each of you I have learned the true meaning of unconditional love. Thank you to my Hillcrest family; your enthusiasm and passion for helping children is both contagious and powerful. To the adults in room 21, I thank you for your tireless work and for always being your best selves for me and our students. Thank you Dr. O’Connell. I treasure all of your lessons. I hope that someday my actions deliver the kind of gratitude you deserve (“who you are speaks so loud I can’t hear what you say”). To the home I have found in the CABAS community, this is a place of greatness. I am humbled to be just a small part. My friends Alison, Elizabeth, Derek, Joanne, Haley, Laura, Vanessa, Jenn, Jen, Cassie, and Michelle; Thank you for your friendship, leadership and compassion. Dr. Dudek, your brilliance is matched only by your kindness. Thank you, for teaching me to do well and be well in all things. Dr. Delgado, your lessons inside the classroom and outside have been nothing short of life changing. Your quiet kindness is something I hope to acquire because it is foundational to giving others confidence. Dr. Greer, thank you for truly being the world’s greatest teacher (of all things). Thank you for shaping so much what of I was into what I needed (and wanted) to become. Thank you to my students: Wonderful tiny humans who have taught me more than I could ever teach them in ten lifetimes. You are the reason for all of this. My wish for all of you is to vi love yourselves like I do; In a way so big it can not be measured or quantified - in a way so big it can not be held inside, but only shared. My hope is that you are never afraid to share your brilliance, for this is what you taught me. And finally, to one special little boy who is no longer here with us, but never far from my heart and mind. To the boy and his family who endured so much to teach us so much. You taught me that the greatest gift is giving joy by being truly joyful inside your own self. And you taught me that every single heart movement matters, and how gracefully you deal with peaks and valleys makes you an inspiration. You showed me that you can change people by being who you are, if who you are is someone who laughs and plays and dances and does it all and tries to live without trying too hard. Your impact on my life has turned me into a person who laughs and plays and dances more joyfully than ever. It is now up to us to honor you and bring this joy out in each other. It’s up to us to be the best of what we are for everyone, in a way that makes us feel more full than empty. Thank you Danny. You are with me always. ! ! ! ! ! vii !1 Chapter I INTRODUCTION AND REVIEW OF THE LITERATURE Introduction! ! Literacy is often the most important form of evidence used to gauge the educational progress of students
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