Peer reviewedERIC Number: EJ418319
Record Type: Journal
Publication Date: 1990
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0741-9325
EISSN: N/A
Available Date: N/A
Use of Choral and Individual Attentional Responses with Constant Time Delay When Teaching Sight Word Reading.
Wolery, Mark; And Others
Remedial and Special Education (RASE), v11 n5 p47-58 Sep-Oct 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, Instructional Effectiveness, Mild Disabilities, Observational Learning, Primary Education, Reading Instruction, Sight Method, Sight Vocabulary, Small Group Instruction, Spelling Instruction, Student Reaction, Teaching Methods, Word Recognition
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A
