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Relative Effects of Whole-Word and Phonetic-Prompt Error Correction on the Acquisition and Maintenance of Sight Words by Students with Developmental Disabilities.
Peer reviewed Peer reviewed
Barbetta, 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
Reading Instruction for Students with Moderate Mental Retardation: Review and Analysis of Research.
Conners, Frances A. – American Journal on Mental Retardation, 1992
Analysis of research on reading instruction for children with moderate mental retardation indicated that word analysis instruction is a feasible option; word analysis is the most effective method of oral reading error correction; and the strongest sight-word instruction methods include those that use picture integration, constant delay, and the…
Descriptors: Decoding (Reading), Elementary Secondary Education, Error Correction, Moderate Mental Retardation