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Effects of immediate and delayed error correction on the acquisition and maintenance of sight words by students with
P M Barbetta1, W L Heward, D M Bradley
1Florida International University, Miami 33199.
Journal of Applied Behavior Analysis
|January 1, 1994
Abstract:
We compared immediate and delayed error correction during sight-word instruction with 5 students with developmental disabilities. Whole-word error correction immediately followed each error for words in the immediate condition. In the delayed condition, whole-word error correction was provided at the end of each session's three practice rounds. Immediate error correction was superior on each of the four dependent variables.