Abstract
Experiment 1 investigated whether training subjects to read words aloud would induce correct written spelling of the words even though spelling had no experimental consequences. Training in reading was followed by a weak increment in correct spelling. Experiment 2 investigated whether overtraining in reading would improve spelling more. Spelling improved as overtraining continued until the subjects spelled all the words correctly. Experiments 3 and 4 investigated the components of overtraining responsible for this improvement in spelling. Initial training in reading followed by repeated opportunities to look at (but not say aloud) the printed words resulted in the same gradual improvement in spelling as seen in Experiment 2. The results were related to Skinner's theory of verbal behavior and to studies of the relationship between speaking and instruction-following in children.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
