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Reading comprehension with the Go/No-Go procedure with compound stimuli
Cecília Brayner de Freitas Gueiros1, Paula Debert1
1Universidade de São Paulo and Instituto Nacional de Ciência e Tecnologia sobre Comportamento, Cognição e Ensino, Brazil.
Journal of Applied Behavior Analysis
|July 18, 2020
Summary
This study shows that the Go/No-Go procedure with compound stimuli effectively teaches emergent relations between dictated words, pictures, and printed words, fostering reading comprehension in preschoolers.
Area of Science:
- Behavioral Psychology
- Early Childhood Education
- Cognitive Development
Background:
- Establishing emergent relations is crucial for language acquisition.
- Compound stimuli present unique challenges and opportunities for learning.
- The Go/No-Go procedure is a behavioral technique used to train stimulus control.
Purpose of the Study:
- To investigate if the Go/No-Go procedure with compound stimuli can establish emergent relations between dictated words, pictures, and printed words.
- To examine the emergence of textual behavior (reading) using this procedure.
- To assess the effectiveness of this method in developing reading comprehension skills.
Main Methods:
- A multiple probe design across word sets was employed.
- Three preschool children participated, undergoing four phases: pretests, pretraining, compound stimulus training (AB and AC), and posttests.
- Reinforcement was contingent on correct responses to specific compound stimuli (e.g., A1B1, A1C1).
Main Results:
- All participants achieved the learning criterion.
- The study demonstrated the emergence of picture-word (BC, CB) and textual (CD) relations.
- Participants successfully acquired emergent relations following the Go/No-Go training with compound stimuli.
Conclusions:
- The Go/No-Go procedure utilizing compound stimuli is a viable method for establishing emergent relations.
- This procedure shows promise as an effective alternative for developing reading comprehension in young children.
- The findings support the use of compound stimuli in behavioral interventions for early literacy.
