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Peer reviewedAlig-Cybriwsky, Catherine; And Others – Journal of Early Intervention, 1990
Effects of constant time delay in teaching sight word reading to four disabled preschoolers were evaluated. The method was reliably implemented in a group setting, effectively taught all targeted stimuli in near-errorless fashion, promoted observational learning across students, and resulted in greater expressive labeling and receptive…
Descriptors: Beginning Reading, Disabilities, Instructional Effectiveness, Observational Learning
