Error-Correction during Oral Reading: A Comparison of Three Techniques

1986 ◽  
Vol 9 (3) ◽  
pp. 182-192 ◽  
Author(s):  
Michael S. Rosenberg
Keyword(s):  
Error Correction ◽  
Oral Reading ◽  
Instructional Effectiveness ◽  
Teacher Behaviors ◽  
School Students ◽  
Alternating Treatments Design ◽  
Student Academic Performance ◽  
Rehearsal Strategy ◽  
Two Phases ◽  
Error Correction Procedures

Recent investigations of instructional effectiveness have identified a core of teacher behaviors that result in increased student academic performance. One such behavior, correction of student errors, was examined in the present study. An alternating-treatments design with two phases was used to investigate the relative efficacy of three error-correction procedures on the oral reading of four LD middle-school students. Results indicated that a drill procedure was more effective and efficient than a word-supply procedure and a phonic-drill rehearsal strategy. Results are presented in terms of their implications for instructional and research practices.

Effects of two Error-Correction Procedures on Oral Reading

1982 ◽  
Vol 5 (2) ◽  
pp. 100-105 ◽  
Author(s):  
Terry L. Rose ◽  
Elizabeth McEntire ◽  
Carol Dowdy
Keyword(s):  
Error Correction ◽  
Oral Reading ◽  
Reading Skills ◽  
Relative Effectiveness ◽  
Learning Disabled ◽  
Reading Performance ◽  
Alternating Treatments Design ◽  
Systematic Correction ◽  
School Learning ◽  
Error Correction Procedures

An alternating-treatments design was used to investigate the relative effectiveness of two error-correction procedures, word supply and phonic analysis, on the oral reading performance of five elementary-school learning disabled students, four boys and one girl. All subjects had deficient oral reading skills. Results indicated that (a) increased oral reading rates were related to systematic correction procedures, and (b) the word-supply procedure was relatively superior to the phonic analysis method. Possible reasons for these findings are discussed, as are suggestions for future investigations and implications for instruction.

scholarly journals Evaluating Error-Correction Procedures for Oral Reading

1979 ◽  
Vol 13 (2) ◽  
pp. 145-156 ◽  
Author(s):  
Joseph R. Jenkins ◽  
Kathy Larson
Keyword(s):  
Error Correction ◽  
Oral Reading ◽  
Error Correction Procedures

Relative Effects of Two Previewing Procedures on LD Adolescents' Oral Reading Performance

1984 ◽  
Vol 7 (1) ◽  
pp. 39-44 ◽  
Author(s):  
Terry L. Rose ◽  
Lee Sherry
Keyword(s):  
Junior High School ◽  
Oral Reading ◽  
Learning Disabled ◽  
Reading Performance ◽  
Disabled Students ◽  
Alternating Treatments Design ◽  
Assigned Reading ◽  
Instructional Procedures ◽  
Student Reading ◽  
School Learning

An alternating-treatments design was used to investigate the relative effects of two oral reading previewing procedures: (a) silent: the student reads silently the assigned reading passage prior to reading it aloud, and (b) listening: the teacher reads the assigned selection aloud with the student following along silently prior to the student reading the passage aloud. Five junior-high school learning disabled students, four boys and one girl, participated in the study. In four of five cases results showed that systematic prepractice procedures were related to higher performance levels than was baseline (no prepractice). Differential effects were noted: the listening procedure was related to higher rates of words read correctly than was the silent procedure. The findings are discussed in terms of their implications for research and instructional procedures, especially as these relate to adolescent learners.

The role of error-correction procedures in the reinforcement of errors

2006 ◽  
Vol 21 (3) ◽  
pp. 205-226 ◽  
Author(s):  
Sandy K. Magee ◽  
Janet Ellis
Keyword(s):  
Error Correction ◽  
Error Correction Procedures

A Comparison of Error-Correction Procedures Within Audio–Visual Conditional Discrimination Training

2018 ◽  
Vol 27 (4) ◽  
pp. 532-543
Author(s):  
James W. Moore ◽  
Kayla Russo ◽  
Angelina Gilfeather ◽  
Heather M. Whipple ◽  
Greg Stanford
Keyword(s):  
Error Correction ◽  
Discrimination Training ◽  
Conditional Discrimination ◽  
Conditional Discrimination Training ◽  
Error Correction Procedures

The Influence of Error Correction Procedures and Question Type on Student Achievement in Computer Assisted Instruction

1987 ◽  
Vol 16 (1) ◽  
pp. 17-27 ◽  
Author(s):  
Patrick J. Schloss ◽  
Paul T. Sindelar ◽  
G. Phillip Cartwright ◽  
Cynthia N. Schloss
Keyword(s):  
Student Achievement ◽  
Error Correction ◽  
Question Type ◽  
Computer Assisted ◽  
Factor Analyses ◽  
Cognitive Demands ◽  
Error Response ◽  
Factual Question ◽  
Assisted Instruction ◽  
Error Correction Procedures

Recent research investigating the effectiveness of computer assisted instructional modules with varying ratios of higher cognitive and factual questions has shown that the ratio of higher cognitive to factual questions in and of itself may not influence student achievement. Whether higher cognitive and factual questions interact with error correction procedures to enhance achievement remains unanswered. In the present investigation, 2 (question type, Le., higher cognitive vs. factual) X 2 (error response, i.e., re-presentation of instruction vs. instructions to try again) X 4 (test, i.e., higher cognitive items included in module, novel higher cognitive items, factual questions included in module, and novel factual items) split plot factorial (two within and one between factor) analyses of variance were used to determine whether question type and/or error response differentially affected subsequent responses to factual and higher cognitive questions. The results indicated that simply allowing a student to try again was superior to re-presenting content for the factual question modules. This finding is discussed with reference to the cognitive demands of the tasks, both anticipated and observed.

A comparison of error-correction procedures on skill acquisition during discrete-trial instruction

2015 ◽  
Vol 48 (2) ◽  
pp. 257-273 ◽  
Author(s):  
Regina A. Carroll ◽  
Brad T. Joachim ◽  
Claire C. St. Peter ◽  
Nicole Robinson
Keyword(s):  
Error Correction ◽  
Skill Acquisition ◽  
Discrete Trial ◽  
Discrete Trial Instruction ◽  
Error Correction Procedures
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