The study compared the effectiveness and efficiency of concurrent and isolation-intermix instruction in teaching four preschool children to read common words in their environment. Concurrent instruction resulted in students learning conditional discriminations in fewer trials and minutes of instructional time suggesting the value of teaching…

A multiple probe design across behaviors was used to evaluate the effectiveness of an articulation training program that included incidental information to teach basic sight word reading. Results indicated that the three subjects (ages 5-6) with sound production errors learned to read sight words during articulation training and that this learning…

This study compared immediate (after each error) and delayed (at the end of each session) error correction during sight-word instruction with 4 students (ages 7-9) with developmental disabilities. Immediate error correction was superior on each of four dependent variables. (Author/DB)

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)

Three students (ages 17, 19, and 21) with moderate disabilities were taught to read and match-to-sample sight words comprising 4 4-member stimulus sets. Student performance indicated that symmetric relations emerged before one-node transitive relations and that one-node transitive relations emerged before two-node transitive relations. Results…