Relative Effects of Whole-Word and Phonetic-Prompt Error Correction on the Acquisition and Maintenance of Sight Words by Students with Developmental Disabilities.

Barbetta, Patricia M.; And Others

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Peer reviewed

ERIC Number: EJ463993

Record Type: CIJE

Publication Date: 1993

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0021-8855

EISSN: N/A

Relative Effects of Whole-Word and Phonetic-Prompt Error Correction on the Acquisition and Maintenance of Sight Words by Students with Developmental Disabilities.

Barbetta, Patricia M.; And Others

Journal of Applied Behavior Analysis, v26 n1 p99-110 Spr 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, Phonetics, Primary Education, Reading Instruction, Sight Method, Sight Vocabulary, Teaching Methods, Word Recognition

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: Researchers

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A