Sequential Stimulus Pairing Training for Hiragana Word Reading Fluency in Children with Developmental Disabilities

要旨

This study examined the effectiveness of sequential stimulus pairing (SSP) training on Hiragana word reading fluency. Two Japanese children with reading difficulties participated. They received SSP training, which required reading whole words after hearing rapid letter–sound pairs. One participant was rewarded with an image of a favorite game character, while the other received performance feedback. Two indices of reading fluency were assessed: reading time for trained words and the number of untrained words read within 45 s. A multiple-probe design was applied across three stimulus sets. Results indicated that both participants reduced reading time and increased the number of untrained words read. In a social validity questionnaire, both parents responded positively. These findings suggest that SSP training improves Hiragana word reading fluency in children with developmental disabilities. The effects of presenting preferred images and performance feedback were also discussed.

主題