EFFECTS OF IMMEDIATE AND DELAYED ERROR-CORRECTION ON THE ACQUISITION AND MAINTENANCE OF SIGHT WORDS BY STUDENTS WITH DEVELOPMENTAL-DISABILITIES

被引：34

作者：

BARBETTA, PM

HWARD, WL

BRADLEY, DM

MILLER, AD

机构：

[1] OHIO STATE UNIV,COLUMBUS,OH 43210

[2] UNIV SO MISSISSIPPI,HATTIESBURG,MS 39406

来源：

JOURNAL OF APPLIED BEHAVIOR ANALYSIS | 1994年 / 27卷 / 01期

关键词：

DEVELOPMENTALLY DISABLED CHILDREN; ERROR CORRECTION; FEEDBACK; INSTRUCTIONAL DESIGN; READING;

D O I：

10.1901/jaba.1994.27-177

中图分类号：

B849 [应用心理学];

学科分类号：

040203 ;

摘要：

We compared immediate and delayed error correction during sight-word instruction with 5 students with developmental disabilities. Whole-word error correction immediately followed each error for words in the immediate condition. In the delayed condition, whole-word error correction was provided at the end of each session's three practice rounds. Immediate error correction was superior on each of the four dependent variables.

引用

页码：177 / 178

页数：2

共 3 条

[1] RELATIVE EFFECTS OF WHOLE-WORD AND PHONETIC-PROMPT ERROR CORRECTION ON THE ACQUISITION AND MAINTENANCE OF SIGHT WORDS BY STUDENTS WITH DEVELOPMENTAL-DISABILITIES [J].