title: Effects of immediate and delayed error correction on the acquisition and maintenance of sight words by students with developmental disabilities.
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.
authors.affiliation: Florida International University, Miami 33199.
authors.forename: P M
authors.initials: PM
authors.lastname: Barbetta
authors.forename: W L
authors.initials: WL
authors.lastname: Heward
authors.forename: D M
authors.initials: DM
authors.lastname: Bradley
authors.forename: A D
authors.initials: AD
authors.lastname: Miller
mesh_terms: D001521:Behavior Therapy; D002648:Child; D004495:Education of Persons with Intellectual Disabilities; D005260:Female; D006801:Humans; D008297:Male; D008570:Memory, Short-Term; D011214:Practice, Psychological; D011932:Reading; D012153:Retention, Psychology; D014706:Verbal Learning