Effects of active student response during error correction on the acquisition, maintenance, and generalization of science vocabulary by elementary students: A systematic replication

We compared active student response (ASR) error correction and no-response (NR) error correction while teaching science terms to 5 elementary students. When a student erred on ASR terms, the teacher modeled the definition and the student repeated it. When a student erred on NR terms, the teacher mod...

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Autors principals: Drevno, Gregg E., Kimball, Jonathan W., Possi, Mwajabu K., Heward, William L., Gardner, Ralph, Barbetta, Patricia M.
Format: Artigo
Idioma:Inglês
Publicat: 1994
Matèries:
Special Section on Behavior Analysis in School Psychology
Accés en línia:https://ncbi.nlm.nih.gov/pmc/articles/PMC1297790/
https://ncbi.nlm.nih.gov/pubmed/16795822
https://ncbi.nlm.nih.govhttp://dx.doi.org/10.1901/jaba.1994.27-179
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