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| Remedial and Special… | 1 |
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| Wolery, Mark | 1 |
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Peer reviewedWolery, Mark; And Others – Remedial and Special Education (RASE), 1990
This study found that constant time delay was effective in teaching word reading to four students (ages seven to eight) with mild handicaps. Individual attentional response was more effective and efficient in learning to spell words than in choral attentional response. Observational and incidental learning occurred for all students. (Author/JDD)
Descriptors: Attention, Beginning Reading, Incidental Learning, Individualized Programs
