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Analysis of response repetition as an error-correction strategy during sight-word reading
April S Worsdell1, Brian A Iwata, Claudia L Dozier
1Rehabilitation Institute, Southern Illinois University, Carbondale 62901, USA. worsdell@siu.edu
Journal of Applied Behavior Analysis
|February 9, 2006
Summary
Multiple response repetition effectively improves sight-word reading acquisition in adults with developmental disabilities. Continuous error correction and relevant word practice further enhance learning, suggesting error correction is key to skill development.
Area of Science:
- Behavioral Psychology
- Developmental Disabilities Research
- Educational Psychology
Background:
- Limited research exists on error-correction strategies compared to positive reinforcement for skill acquisition.
- Understanding effective error-correction methods is crucial for individuals with developmental disabilities.
Purpose of the Study:
- To investigate the efficacy of response repetition as an error-correction procedure for sight-word reading.
- To compare different error-correction protocols, including single-response vs. multiple-response repetition, continuous vs. intermittent correction, and relevant vs. irrelevant word practice.
Main Methods:
- Eleven adults with developmental disabilities participated in three studies.
- Study 1: Compared single-response (SR) vs. multiple-response (MR) repetition.
- Study 2: Compared continuous vs. intermittent MR error correction.
- Study 3: Compared MR error correction using relevant vs. irrelevant words.
Main Results:
- All participants acquired more sight words using the MR procedure compared to SR.
- Continuous MR error correction led to greater sight-word acquisition than intermittent correction for all participants.
- While some participants improved more with relevant word practice, all showed improvement even with irrelevant word practice.
Conclusions:
- Multiple response repetition is an effective error-correction strategy for sight-word reading acquisition in adults with developmental disabilities.
- Continuous and relevant error correction procedures appear to be more beneficial for learning.
- Error correction contingencies can significantly enhance performance during the acquisition of new skills.
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