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<p>Incidental Bidirectional Naming (Inc-BiN) joins additional experiences to increase levels of complexity, resulting in novel stimulus relations beyond basic word–object relations. It is suggested that print stimuli can join Inc-BiN by providing name learning experiences as one reads. Experiment&#xa0;1 tested the associations and differences between multiple measures of reading comprehension and Inc-BiN stimulus control in 22 first graders. Inc-BiN stimulus control was tested with familiar and unfamiliar stimuli and partitioned into groups according to strength of stimulus control for Incidental Unidirectional Naming (Inc-UniN) and Inc-BiN. Results indicated significant correlations between strength of Inc-UniN for unfamiliar stimuli and reading comprehension. Experiment 2 tested the effects of the establishment of Inc-BiN for unfamiliar stimuli on multiple measures of reading comprehension in a combined pre-/postintervention multiple probe design across dyads. Participants consisted of three dyads of first graders who textually responded at or above grade-level and demonstrated the absence of Inc-BiN stimulus control for unfamiliar stimuli. Reading comprehension measures consisted of: (1) experimenter-derived passage comprehension probes; (2) read-do probe consisting of unfamiliar stimuli; and (3) <i>Woodcock Johnson</i> (<i>WJIV</i>) subtests. Participants acquired Inc-BiN stimulus control for unfamiliar stimuli through a Multiple Exemplar Instruction (MEI) intervention across listener and speaker responses. Results from experimenter-derived passage comprehension probes demonstrated increases across all six participants whereas read-do results were inconsistent. <i>WJIV</i> results demonstrated the greatest increases in Passage Comprehension performance, whereas marginal increases were observed across Reading Vocabulary and Reading Recall subtests.</p>

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Increased Complexity in Incidental Bidirectional Naming Stimulus Control Enhances Reading in First Graders

  • 期刊论文

  • 发表日期：

    2025年6月13日

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  • Lauren Baldonado,
  • R. Douglas Greer

摘要

Incidental Bidirectional Naming (Inc-BiN) joins additional experiences to increase levels of complexity, resulting in novel stimulus relations beyond basic word–object relations. It is suggested that print stimuli can join Inc-BiN by providing name learning experiences as one reads. Experiment 1 tested the associations and differences between multiple measures of reading comprehension and Inc-BiN stimulus control in 22 first graders. Inc-BiN stimulus control was tested with familiar and unfamiliar stimuli and partitioned into groups according to strength of stimulus control for Incidental Unidirectional Naming (Inc-UniN) and Inc-BiN. Results indicated significant correlations between strength of Inc-UniN for unfamiliar stimuli and reading comprehension. Experiment 2 tested the effects of the establishment of Inc-BiN for unfamiliar stimuli on multiple measures of reading comprehension in a combined pre-/postintervention multiple probe design across dyads. Participants consisted of three dyads of first graders who textually responded at or above grade-level and demonstrated the absence of Inc-BiN stimulus control for unfamiliar stimuli. Reading comprehension measures consisted of: (1) experimenter-derived passage comprehension probes; (2) read-do probe consisting of unfamiliar stimuli; and (3) Woodcock Johnson (WJIV) subtests. Participants acquired Inc-BiN stimulus control for unfamiliar stimuli through a Multiple Exemplar Instruction (MEI) intervention across listener and speaker responses. Results from experimenter-derived passage comprehension probes demonstrated increases across all six participants whereas read-do results were inconsistent. WJIV results demonstrated the greatest increases in Passage Comprehension performance, whereas marginal increases were observed across Reading Vocabulary and Reading Recall subtests.