Comparison of Delayed Prompting and Fading for Teaching Preschoolers Easily Confused Letters and Numbers.

Bradley-Johnson, Sharon; And Others

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Peer reviewed

ERIC Number: EJ297768

Record Type: Journal

Publication Date: 1983

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Comparison of Delayed Prompting and Fading for Teaching Preschoolers Easily Confused Letters and Numbers.

Bradley-Johnson, Sharon; And Others

Journal of School Psychology, v21 n4 p327-35 Win 1983

Compared two teaching strategies, delayed-prompting and fading, for teaching the most easily confused letters and numbers to preschoolers (N=39). The results indicated that children who received discrimination training using delayed prompting made fewer errors on the posttests for the letters and numbers mastered than did children taught via fading. (LLL)

Descriptors: Discrimination Learning, Letters (Alphabet), Numbers, Outcomes of Education, Preschool Children, Preschool Education, Teaching Methods

Publication Type: Reports - Research; Journal Articles

Education Level: N/A

Audience: N/A

Language: English

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