Feedback Effects on Oral Reading Errors of Children with Learning Disabilities.

Perkins, Victoria L.

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Peer reviewed

ERIC Number: EJ370443

Record Type: CIJE

Publication Date: 1988

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Feedback Effects on Oral Reading Errors of Children with Learning Disabilities.

Perkins, Victoria L.

Journal of Learning Disabilities, v21 n4 p244-48 Apr 1988

Elementary learning-disabled boys (N=48) were randomly assigned to four feedback treatment conditions that involved orally reading nonsense words. Results demonstrated significant differences for: any type of feedback compared to no feedback, corrective feedback (modeling and sound-it-out) compared to general feedback, and modeling compared to sound-it-out on the immediate task measure. (Author/JDD)

Descriptors: Decoding (Reading), Educational Therapy, Elementary Education, Error Analysis (Language), Feedback, Language Acquisition, Learning Disabilities, Modeling (Psychology), Oral Reading, Performance Factors, Phonics, Skill Development, Student Evaluation, Teacher Response, Teaching Methods

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: Practitioners; Researchers

Language: English

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Authoring Institution: N/A

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