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.
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页码：177 / 178
页数：2
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