Examination of a Regressive Prompt-Delay Procedure for Improving Sight-Word Reading

Edward J. Daly; Polly M. Hess; Mackenzie Sommerhalder; Whitney Strong; Mallory Johnsen; Maureen A. O’Connor; Nicholas D. Young

doi:10.1007/s10864-016-9245-4

Examination of a Regressive Prompt-Delay Procedure for Improving Sight-Word Reading

Edward J. Daly, Polly M. Hess, Mackenzie Sommerhalder, Whitney Strong, Mallory Johnsen, Maureen A. O’Connor, Nicholas D. Young

Research output: Contribution to journal › Article › peer-review

Abstract

The current two-experiment study examined the effects of a regressive prompt-delay procedure on sight-word reading of four elementary school students. In contrast to traditional progressive prompt-delay procedures in which the latency of prompts is increased, the regressive prompt-delay latency is decreased over time. Data indicate that participants learned sight words quickly and maintained responding at high levels when instruction was withdrawn across both regressive and progressive prompt-delay conditions. Results are discussed in context of empirically supported prompting strategies and possible motivating operations that might be introduced when the learner is instructed to respond more quickly than the experimenter in regressive prompt delay (e.g., a game-like activity that potentially makes the activity educational, engaging, and enjoyable for students).

Original language	English (US)
Pages (from-to)	275-289
Number of pages	15
Journal	Journal of Behavioral Education
Volume	25
Issue number	3
DOIs	https://doi.org/10.1007/s10864-016-9245-4
State	Published - Sep 1 2016
Externally published	Yes

Keywords

Discriminative control
Motivating operations
Progressive prompt delay
Prompting
Regressive prompt delay

ASJC Scopus subject areas

Education
Developmental and Educational Psychology

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10.1007/s10864-016-9245-4

Cite this

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title = "Examination of a Regressive Prompt-Delay Procedure for Improving Sight-Word Reading",

abstract = "The current two-experiment study examined the effects of a regressive prompt-delay procedure on sight-word reading of four elementary school students. In contrast to traditional progressive prompt-delay procedures in which the latency of prompts is increased, the regressive prompt-delay latency is decreased over time. Data indicate that participants learned sight words quickly and maintained responding at high levels when instruction was withdrawn across both regressive and progressive prompt-delay conditions. Results are discussed in context of empirically supported prompting strategies and possible motivating operations that might be introduced when the learner is instructed to respond more quickly than the experimenter in regressive prompt delay (e.g., a game-like activity that potentially makes the activity educational, engaging, and enjoyable for students).",

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AU - Sommerhalder, Mackenzie

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AU - Johnsen, Mallory

AU - O’Connor, Maureen A.

AU - Young, Nicholas D.

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AB - The current two-experiment study examined the effects of a regressive prompt-delay procedure on sight-word reading of four elementary school students. In contrast to traditional progressive prompt-delay procedures in which the latency of prompts is increased, the regressive prompt-delay latency is decreased over time. Data indicate that participants learned sight words quickly and maintained responding at high levels when instruction was withdrawn across both regressive and progressive prompt-delay conditions. Results are discussed in context of empirically supported prompting strategies and possible motivating operations that might be introduced when the learner is instructed to respond more quickly than the experimenter in regressive prompt delay (e.g., a game-like activity that potentially makes the activity educational, engaging, and enjoyable for students).

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Examination of a Regressive Prompt-Delay Procedure for Improving Sight-Word Reading

Abstract

Keywords

ASJC Scopus subject areas

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