Agramonte, V., & Belfiore, P. J. (2002). Using mnemonics to increase early literacy skills in urban kindergarten students. Journal of Behavioral Education, 11(3), 181–190 http://dx.doi.org/1053-0819/02/0900-0181/0

Article  Google Scholar 

Bindra, D. (1959). Stimulus change, reactions to novelty, and response decrement. Psychological Review, 66(2), 96–103. https://doi.org/10.1037/h0046410

Article  PubMed  Google Scholar 

Bouton, M. E., & Todd, T. P. (2014). A fundamental role for context in instrumental learning and extinction. Behavioural Processes, 104, 13–19. https://doi.org/10.1016/j.beproc.2014.02.012

Article  PubMed  Google Scholar 

Callinan, C., & van der Zee, E. (2010). A comparative study of two methods of synthetic phonics instruction for learning how to read: Jolly Phonics and THRASS. The Psychology of Education Review, 34(1), 21–31.

Article  Google Scholar 

Campbell, M. L., Helf, S., & Cooke, N. L. (2008). Effects of adding multisensory components to a supplemental reading program on the decoding skills of treatment resisters. Education and Treatment of Children, 31(3), 267–295. https://doi.org/10.1353/etc0.0003

Article  Google Scholar 

Connor, C. M., Morrison, F. J., & Slominski, L. (2006). Preschool instruction and children's emergent literacy growth. Journal of Educational Psychology, 98(4), 665–689. https://doi.org/10.1037/0022-0663.98.4.665

Article  Google Scholar 

Cunningham, A. E., & Stanovich, K. E. (1997). Early reading acquisition and its relation to reading experience and ability 10 years later. Developmental Psychology, 33(6), 934–945. https://doi.org/10.1037/0012-1649.33.6.934

Article  PubMed  Google Scholar 

DeLeon, I. G., Chase, J. A., Frank‐Crawford, M. A., Carreau‐Webster, A. B., Triggs, M. M., Bullock, C. E., & Jennett, H. K. (2014). Distributed and accumulated reinforcement arrangements: Evaluations of efficacy and preference. Journal of Applied Behavior Analysis, 47(2), 293–313. https://doi.org/10.1002/jaba.116

Article  PubMed  Google Scholar 

Diemand-Yauman, C., Oppenheimer, D. M., & Vaughan, E. B. (2011). Fortune favors the bold (and the italicized): Effects of disfluency on educational outcomes. Cognition, 118(1), 114–118. https://doi.org/10.1016/j.cognition.2010.09.012

Article  Google Scholar 

DiLorenzo, K. E., Rody, C. A., Bucholz, J. L., & Brady, M. P. (2011). Teaching letter–sound connections with picture mnemonics: Itchy's alphabet and early decoding. Preventing School Failure: Alternative Education for Children and Youth, 55(1), 28–34. https://doi.org/10.1080/10459880903286763

Article  Google Scholar 

Dittlinger, L. H., & Lerman, D. C. (2011). Further analysis of picture interference when teaching word recognition to children with autism. Journal of Applied Behavior Analysis, 44(2), 341–349. https://doi.org/10.1901/jaba.2011.44-341

Article  PubMed  PubMed Central  Google Scholar 

Ehri, L. C., Deffner, N. D., & Wilce, L. S. (1984). Pictorial mnemonics for phonics. Journal of Educational Psychology, 76(5), 80–893. https://doi.org/10.1037/0022-0663.76.5.880

Article  Google Scholar 

Ferguson, J. L., Cihon, J. H., Leaf, J. B., Van Meter, S. M., McEachin, J., & Leaf, R. (2018). Assessment of social validity trends in the journal of applied behavior analysis. European Journal of Behavior Analysis, 20(1), 146–157. https://doi.org/10.1080/15021149.2018.1534771

Article  Google Scholar 

Finn, C. E., Ardoin, S. P., & Ayres, K. M. (2023). Effects of incremental rehearsal on sight word and letter acquisition among students with autism and cognitive impairment. Journal of Applied School Psychology, 39(2), 179–200. https://doi.org/10.1080/15377903.2022.2113946

Article  Google Scholar 

Fulk, B. M., Lohman, D., & Belfiore, P. J. (1997). Effects of integrated picture mnemonics on the letter recognition and letter-sound acquisition of transitional first-grade students with special needs. Learning Disability Quarterly, 20(1), 33–42. https://doi.org/10.2307/1511091

Article  Google Scholar 

Gallagher, A., Frith, U., & Snowling, M. J. (2000). Precursors of literacy delay among children at genetic risk of dyslexia. The Journal of Child Psychology and Psychiatry and Allied Disciplines, 41(2), 203–213. https://doi.org/10.1017/S0021963099005284

Article  PubMed  Google Scholar 

Gardner, R., III, Cihon, T. M., Morrison, D., & Paul, P. (2013). Implementing visual phonics with hearing kindergarteners at risk for reading failure. Preventing School Failure: Alternative Education for Children and Youth, 57(1), 30–42. https://doi.org/10.1080/1045988X.2011.654365

Article  Google Scholar 

Gischlar, K. L., & Vesay, J. P. (2018). Literacy curricula and assessment: A survey of early childhood educators in two states. Reading Improvement, 55(3), 106–117.

Google Scholar 

Glenberg, A. M., Gutierrez, T., Levin, J. R., Japuntich, S., & Kaschak, M. P. (2004). Activity and imagined activity can enhance young children’s reading comprehension. Journal of Educational Psychology, 96(3), 424–436. https://doi.org/10.1037/0022-0663.96.3.424

Article  Google Scholar 

de Graaff, S., Verhoeven, L., Bosman, A. M., & Hasselman, F. (2007). Integrated pictorial mnemonics and stimulus fading: Teaching kindergartners letter sounds. British Journal of Educational Psychology, 77(3), 519–539. https://doi.org/10.1348/00070906X160011

Article  PubMed  Google Scholar 

Green, G. (2001). Behavior analytic instruction for learners with autism: Advances in stimulus control technology. Focus on Autism and Other Developmental Disabilities, 16(2), 72–85. https://doi.org/10.1177/108835760101600203

Article  Google Scholar 

Griffin, C., & Joseph, L. M. (2015). Supplemental flashcard drill methods for efficiently helping at-risk kindergartners make letter-sound correspondences: Does presentation arrangement of words matter? Reading Psychology, 36(5), 421–444. https://doi.org/10.1080/02702711.2013.876479

Article  Google Scholar 

Hanley, G. P., Piazza, C. C., Fisher, W. W., Contrucci, S. A., & Maglieri, K. A. (1997). Evaluation of client preference for function-based treatment packages. Journal of Applied Behavior Analysis, 30(3), 459–473. https://doi.org/10.1901/jaba.1997.30.459

Article  Google Scholar 

Johnson, D. F., & Cumming, W. W. (1968). Some determiners of attention. Journal of the Experimental Analysis of Behavior, 11(2), 157–166. https://doi.org/10.1901/jeab.1968.11-157

Article  PubMed  PubMed Central  Google Scholar 

Justice, L., Meier, J., & Walpole, S. (2005). Learning new words from storybooks: An efficacy study with at-risk kindergartners. Language, Speech and Hearing Services in Schools, 36(3), 17–32. https://doi.org/10.1044/0161-1461(2005/003)

Article  PubMed  Google Scholar 

Keage, H. A., Coussens, S., Kohler, M., Thiessen, M., & Churches, O. F. (2014). Investigating letter recognition in the brain by varying typeface: An event-related potential study. Brain and Cognition, 88, 83–89. https://doi.org/10.1016/j.bandc.2014.05.001

Article  PubMed  Google Scholar 

Kodak, T., Halbur, M., Bergmann, S., Costello, D. R., Benitez, B., Olsen, M., & Cliett, T. (2020). A comparison of stimulus set size on tact training for children with autism spectrum disorder. Journal of Applied Behavior Analysis, 53(1), 265–283. https://doi.org/10.1002/jaba.553

Kretlow, A. G., & Helf, S. S. (2013). Teacher implementation of evidence-based practices in Tier 1: A national survey. Teacher Education and Special Education, 36(3), 167–185. https://doi.org/10.1177/0888406413489838

Article  Google Scholar 

Kupzyk, S., Daly, E. J., III, & Andersen, M. N. (2011). A comparison of two flash-card methods for improving sight-word reading. Journal of Applied Behavior Analysis, 44(4), 781–792. https://doi.org/10.1901/jaba.2011.44-781

Article  PubMed  PubMed Central  Google Scholar 

Levin, J. R. (1993). Mnemonic strategies and classroom learning: A twenty-year report card. The Elementary School Journal, 94(2), 235–244. https://doi.org/10.1086/461763

Article  Google Scholar 

Lonigan, C. J., Bloomfield, B. G., Anthony, J. L., Bacon, K. D., Phillips, B. M., & Samwel, C. S. (1999). Relations among emergent literacy skills, behavior problems, and social competence in preschool children from low-and middle-income backgrounds. Topics in Early Childhood Special Education, 19(1), 40–53. https://doi.org/10.1177/027112149901900104

Article  Google Scholar 

Lozy, E. D., Holmes, S. C., & Donaldson, J. M. (2020). The effects of paired kinesthetic movements on literacy skills acquisition with preschoolers. Journal of Applied Behavior Analysis, 53(3), 1337–1353. https://doi.org/10.1002/jaba.677

Article  PubMed  Google Scholar 

Lozy, E. D., & Donaldson, J. M. (2019). A comparison of traditional drill and strategic incremental rehearsal flash-card methods to teach letter–sound correspondence. Behavioral Development, 24(2), 58–73. https://doi.org/10.1037/bdb0000089

Article  Google Scholar 

Lloyd, S. (1992). The phonics handbook. Jolly Learning.

Google Scholar 

MacQuarrie, L. L., & Tucker, J. A. (2002). Comparison of retention rates using traditional, drill sandwich, and incremental rehearsal flash card methods. School Psychology Review, 31(4), 534–595.

Article  Google Scholar 

Marsh, G., & Desberg, P. (1978). Mnemonics for phonics. Contemporary Educational Psychology, 3(1), 57–61. https://doi.org/10.1016/0361-476X(78)90009-7

Article  Google Scholar 

Marsh, G., Desberg, P., & Farwell, L. K. (1974). Stimulus and response variables in children's learning of grapheme-phoneme correspondences. Journal of Educational Psychology, 66(1), 112–116. https://doi.org/10.1037/h0035810

Article  Google Scholar 

Michael, J., Palmer, D. C., & Sundberg, M. L. (2011). The multiple control of verbal behavior. The Analysis of Verbal Behavior, 27(1), 3–22. https://doi.org/10.1007/BF03393089

Article  PubMed  PubMed Central  Google Scholar 

Moore, P., & Fitz, C. (1993). Gestalt theory and instructional design. Journal of Technical Writing and Communication, 23(2), 137–157. https://doi.org/10.2190/G748-BY68-L83T-X02J

Article  Google Scholar 

National Early Literacy Panel. (2008). Developing early literacy: Report of the national early literacy panel. Washington, DC: National Center for Family Literacy. No Child Left Behind Act of 2001, P.L. 107-110, 20 U.S.C. § 6319 (2002).

Pelli, D. G., Majaj, N. J., Raizman, N., Christian, C. J., Kim, E., & Palomares, M. C. (2009). Grouping in object recognition: The role of a Gestalt law in letter identification. Cognitive Neuropsychology, 26(1), 36–49. https://doi.org/10.1080/13546800802550134

Article  PubMed  PubMed Central  Google Scholar 

Petscher, Y., Cabell, S. Q., Catts, H. W., Compton, D. L., Foorman, B. R., Hart, S. A., & Wagner, R. K. (2020). How the science of reading informs 21st century education. Reading Research Quarterly, 55(1), 267–282. https://doi.org/10.1002/rrq.352

Pianta, R. C., Barnett, W. S., Burchinal, M., & Thornburg, K. R. (2009). The effects of preschool education: What we know, how public policy is or is not aligned with the evidence base, and what we need to know. Psychological Science in the Public Interest, 10(2), 49–88. https://doi.org/10.1177/1529100610381908

Article  PubMed