2017 Volume 6 Issue 1 Pages 33-43
The present study examined the effects of anagram and vocal spelling instruction on emergent both spelling for untaught words in two Japanese participants with intellectual disabilities. A multiple probe design was employed across three Sets. The participants were taught to spell 2-letter words with Set 1 as anagram and vocal spelling, and then were tested the responses for untaught words with Sets 2 and 3. The words that the participants could read were used in those Sets, however they could not construct the words. A participant showed emergent anagram and vocal spelling responses in untaught Sets 2 and 3 immediately following Set 1 instruction. However, another participant who had no spelling learning history did not show emergent spelling immediately and needed additional instruction. The results are discussed in terms of stimulus equivalence, participant’s history of reinforced exemplars for spelling, mediating effects of vocal spelling and textual repertoire, and development of language and moraic segmentation repertoire.