Error-Correction during Oral Reading: A Comparison of Three Techniques

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Abstract
Recent investigations of instructional effectiveness have identified a core of teacher behaviors that result in increased student academic performance. One such behavior, correction of student errors, was examined in the present study. An alternating-treatments design with two phases was used to investigate the relative efficacy of three error-correction procedures on the oral reading of four LD middle-school students. Results indicated that a drill procedure was more effective and efficient than a word-supply procedure and a phonic-drill rehearsal strategy. Results are presented in terms of their implications for instructional and research practices.