The Effects of Modeling and Prompting Feedback Strategies on Sight Word Reading of Students Labeled Learning Disabled.

Espin, Christine A.; Deno, Stanley L.

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Peer reviewed

ERIC Number: EJ403976

Record Type: CIJE

Publication Date: 1989

Pages: N/A

Abstractor: N/A

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The Effects of Modeling and Prompting Feedback Strategies on Sight Word Reading of Students Labeled Learning Disabled.

Espin, Christine A.; Deno, Stanley L.

Education and Treatment of Children, v12 n3 p219-31 Aug 1989

The study with eight learning-disabled elementary grade students found modeling a more effective feedback strategy than prompting on subjects' sight word reading performance. Differences were generally maintained at one-month and three-month follow-up. (Author/DB)

Descriptors: Elementary Education, Feedback, Instructional Effectiveness, Learning Disabilities, Modeling (Psychology), Oral Reading, Prompting, Reading Instruction, Sight Vocabulary, Teaching Methods

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A