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Relative effects of whole-word and phonetic-prompt error correction on the acquisition and maintenance of sight words by students with developmental disabilities.
We used an alternating treatments design to compare the effects of two procedures for correcting student errors during sight word drills. Each of the 5 participating students with developmental disabilities was provided daily one-to-one instruction on individualized sets of 14 unknown words. Each we...
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| Main Authors: | , , |
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| Formato: | Artigo |
| Idioma: | Inglês |
| Publicado em: |
1993
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| Assuntos: | |
| Acesso em linha: | https://ncbi.nlm.nih.gov/pmc/articles/PMC1297723/ https://ncbi.nlm.nih.gov/pubmed/8473263 https://ncbi.nlm.nih.govhttp://dx.doi.org/10.1901/jaba.1993.26-99 |
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