Premium
Improving spelling for at‐risk kindergartners through element skill frequency building
Author(s) -
Kostewicz Douglas E.,
Kubina Richard M.,
Brennan Kaitlyn M.
Publication year - 2020
Publication title -
behavioral interventions
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.605
H-Index - 34
eISSN - 1099-078X
pISSN - 1072-0847
DOI - 10.1002/bin.1701
Subject(s) - spelling , fluency , psychology , spell , literacy , cognitive psychology , developmental psychology , orthography , mathematics education , linguistics , pedagogy , reading (process) , philosophy , sociology , anthropology
A student's ability to spell affects literacy outcomes. Students profit from explicit spelling instruction but may also benefit from frequency building or systematic practice. The method of frequency building leads toward effortless performance or behavioral fluency. Reaching certain frequencies of behavior produces a critical learning outcome called application. The current study focused on the effects of building element spelling behaviors for at‐risk kindergartners and the subsequent application to a compound spelling skill. Visual and quantitative analysis suggest a clear experimental effect between the attainment of performance criterion for letter sounds, letter naming, and sequencing on students' spelling behavior. A discussion of the results precedes future research directions.