INCIDENTAL-LEARNING OF SIGHT WORDS DURING ARTICULATION TRAINING

The present study examined the acquisition of sight reading vocabulary learned incidentally during articulation training. A multiple probe d esign across behaviors with reinforced probe conditions was used to ev aluate the effectiveness of an articulation training program that incl uded incidental information to teach basic sight word reading. Specifi cally, beginning readers with sound production errors received articul ation therapy paired with a procedure in which (a) words were printed below the stimulus pictures and (b) the experimenter drew an imaginary line under the word while saying, ''Yes, (word). Look, (word).'' as p art of feedback for articulatory performance. Results indicated that t he subjects learned re read sight words incidentally during articulati on training, and this learning generalized beyond printed words on car ds to printed words on a list.