Research article summary (published 30 Dec 1988):

Establishing sound blending in moderately mentally retarded children: implications of verbal instruction and pictorial prompting.

Full Abstract

The present study evaluated a program for establishing blending of consonants (C) and vowel-consonant (VC) syllables in moderately mentally retarded children. The study consisted of two experiments. Experiment 1 assessed whether the subjects' failure to blend was due to the task requirements per se, or to the inadequacy of the instructional terminology ("Say together"). Experiment 2 evaluated the implications of using pictorial prompts in the acquisition and generalization of C-VC blending. The data revealed that (a) adequate verbal instruction had a modest but significant effect on the subjects' blending performance (Experiment 1), and (b) training without pictorial prompts resulted in better blending of trained and untrained C-VC items than training with pictorial prompts (Experiment 2).

Author information

Author/s: Hoogeveen, F R (FR); Kouwenhoven, J A (JA); Smeets, P M (PM);

Affiliation: Department of Psychology, Leiden University, The Netherlands.

Journal and publication information

Publication Type: Journal Article; Research Support, Non-U.S. Gov't

Journal: Research in developmental disabilities (Res Dev Disabil), published in UNITED STATES. (Language: eng)

Reference: 1989-; vol 10 (issue 4) : pp 333-48

Dates: Created 1989/12/22; Completed 1989/12/22; Revised 2006/11/15;

PMID: 2587825, status: MEDLINE (last retrieval date: 2/18/2009, IMS Date: )

Sourced from the National Library of Medicine. Abstract text and other information may be subject to copyright.

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MeSH headings (categories)

This article was linked to the MESH Headings shown below.

Adolescent Behavior Therapy - methods Child Cues Education of Mentally Retarded Female Form Perception Humans

Male Mental Retardation - psychology Pattern Recognition, Visual Phonetics Reading Reinforcement, Verbal Verbal Behavior Verbal Learning

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