RELATIVE EFFECTS OF WHOLE-WORD AND PHONETIC-PROMPT ERROR CORRECTION ON THE ACQUISITION AND MAINTENANCE OF SIGHT WORDS BY STUDENTS WITH DEVELOPMENTAL DISABILITIES-Reference-Cited by-同舟云学术

RELATIVE EFFECTS OF WHOLE-WORD AND PHONETIC-PROMPT ERROR CORRECTION ON THE ACQUISITION AND MAINTENANCE OF SIGHT WORDS BY STUDENTS WITH DEVELOPMENTAL DISABILITIES

Published:1993-03 Issue:1 Volume:26 Page:99-110
ISSN:0021-8855
Container-title:Journal of Applied Behavior Analysis
language:en
Short-container-title:

Author:

Barbetta Patricia M.,Heward William L.,Bradley Donna M. C.

Publisher

Wiley

Subject

Philosophy,Sociology and Political Science,Applied Psychology

Link

http://onlinelibrary.wiley.com/wol1/doi/10.1901/jaba.1993.26-99/fullpdf

Reference45 articles.

1. An experimental study of effective teaching in first-grade reading groups;Anderson;Elementary School Journal,1979

2. Project SHINE: Summer home instruction and evaluation;Barbetta;Intervention in School and Clinic,1991

3. Tugmate: A cross-age tutoring program to teach sight vocabulary;Barbetta;Education and Treatment of Children,1991

4. Teaching reading and language to the disadvantaged—What we have learned from field research;Bateman;Harvard Educational Review,1977

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