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.