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Direct linkYaw, Jared; Skinner, Christopher H.; Delisle, Jean; Skinner, Amy L.; Maurer, Kristin; Cihak, David; Wilhoit, Brian; Booher, Joshua – Journal of Applied Behavior Analysis, 2014
Working with elementary students with disabilities, we used alternating treatment designs to evaluate and compare the effects of 2 computer-based flash card sight-word reading interventions, 1 with 1-s response intervals and another with 5-s response intervals. In Study 1, we held instructional time constant, applying both interventions for 3?min.…
Descriptors: Sight Method, Teaching Methods, Disabilities, Elementary School Students
Peer reviewedBarbetta, Patricia M.; And Others – Journal of Applied Behavior Analysis, 1993
Effects of 2 procedures (either whole word or phonetic-prompt) for error correction were compared during drills in sight word recognition of 5 students (ages 8 and 9) with developmental disabilities. Results from instruction, same-day tests, and next-day tests indicated that more words were learned in the whole word condition. (Author/DB)
Descriptors: Beginning Reading, Developmental Disabilities, Error Correction, Instructional Effectiveness
