Incidental learning of sight words during articulation training

Sharon R. Stewart, Lori S. Gonzalez, Judith L. Page

Research output: Contribution to journalArticlepeer-review

5 Scopus citations


The present study examined the acquisition of sight reading vocabulary learned incidentally during articulation training. A multiple probe design across behaviors with reinforced probe conditions was used to evaluate the effectiveness of an articulation training program that included incidental information to teach basic sight word reading. Specifically, beginning readers with sound production errors received articulation 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 part of feedback for articulatory performance. Results indicated that the subjects learned to read sight words incidentally during articulation training, and this learning generalized beyond printed words on cards to printed words on a list.

Original languageEnglish
Pages (from-to)115-125
Number of pages11
JournalLanguage, Speech, and Hearing Services in Schools
Issue number2
StatePublished - Apr 1997


  • Articulation
  • Children
  • Incidental learning
  • Reading

ASJC Scopus subject areas

  • Language and Linguistics
  • Linguistics and Language
  • Speech and Hearing


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