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Peer reviewedKeel, Marie C.; Gast, David L. – Exceptional Children, 1992
Three fifth grade students with learning disabilities were taught to recognize multisyllabic basal vocabulary words using constant time delay in a small-group instructional arrangement and were assessed on ability to recognize, spell, and define both their own target words and observational words. The procedure was effective in establishing…
Descriptors: Definitions, Incidental Learning, Instructional Effectiveness, Intermediate Grades
Peer reviewedKeel, Marie C.; Slaton, Deborah Bott; Blackhurt, A. Edward – Education and Treatment of Children, 2001
This study compared effects of two variations of the constant-time-delay (CTD) procedure on the observational learning of content area vocabulary by seven primary grade students with learning disabilities in a small group instructional setting. Both conditions (every student writes all words or only target student writes) were equally effective…
Descriptors: Classroom Techniques, Content Area Reading, Content Area Writing, Instructional Effectiveness
