Imitating Children's Errors to Improve Their Spelling Performance

Abstract

Desiring to teach children responses, we have for many years used a variety of procedures that emphasize the right response — procedures that have recently come under research scrutiny. Imitating incorrect behavior, as opposed to reinforcing what is correct or repeating the correct response, intuitively appears counterproductive at first. While such a procedure may have specific limitations, it certainly appears to improve the children's spelling. The conditions that make this procedure work deserve attention. — G.M.S.

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