NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 7 results Save | Export
Critical Reflections on Data in Second Language Acquisition. Language Learning & Language Teaching. Volume 51
Peer reviewed Peer reviewed
Direct linkDirect link
Gudmestad, Aarnes, Ed.; Edmonds, Amanda, Ed. – Language Learning & Language Teaching, 2018
This edited volume offers critical reflections on an essential component of research method in the field of second language acquisition -- data. Scholars working on diverse areas (e.g., pragmatics, corrective feedback, phonology) and approaches (e.g., corpus linguistics, concept-oriented analyses, variationism) have come together to identify…
Descriptors: Second Language Learning, Second Language Instruction, Pragmatics, Role Playing
Effects of Differential Feedback upon the Oral Reading Fluency of Secondary Students with Learning Disabilities.
Arthaud, Tamara J.; Ranin, Joan L. – Diagnostique, 1996
Effects of differentiated feedback on the oral reading rate of three secondary students with learning disabilities were studied. The study found that visual feedback increased the overall reading rate more than verbal feedback or miscue analysis. Using both visual and miscue analysis feedback yielded the greatest reading accuracy. (CR)
Descriptors: Educational Strategies, Error Correction, Feedback, Instructional Effectiveness
Effects of Active Student Response during Error Correction on the Acquisition, Maintenance, and Generalization of Science Vocabulary by Elementary Students: A Systematic Replication.
Peer reviewed Peer reviewed
Drevno, Gregg E.; And Others – Journal of Applied Behavior Analysis, 1994
This study compared active student response (ASR) error correction and no-response (NR) error correction while teaching science terms to five elementary students. When a student erred, the teacher modeled the definition and the student either repeated it (ASR) or not (NR). ASR error correction was superior on each of seven dependent variables.…
Descriptors: Definitions, Elementary Education, Error Correction, Feedback
Relative Effects of Whole-Word and Phonetic-Prompt Error Correction on the Acquisition and Maintenance of Sight Words by Students with Developmental Disabilities.
Peer reviewed Peer reviewed
Barbetta, Patricia M.; And Others – Journal of Applied Behavior Analysis, 1993
Effects of 2 procedures (either whole word or phonetic-prompt) for error correction were compared during drills in sight word recognition of 5 students (ages 8 and 9) with developmental disabilities. Results from instruction, same-day tests, and next-day tests indicated that more words were learned in the whole word condition. (Author/DB)
Descriptors: Beginning Reading, Developmental Disabilities, Error Correction, Instructional Effectiveness
Group and Individual Instructional Procedures: Least-to-Most Prompting versus Correction.
Morgan, Robert L.; And Others – 1988
An alternating treatments design was used to evaluate and compare the instructional effectiveness of six treatment packages in teaching receptive picture vocabulary to 12 mildly handicapped children (ages 3-6 years). Independent variables in the treatment packages included: least-to-most prompting, correction, group instruction, and individual…
Descriptors: Comprehension, Error Correction, Feedback, Group Instruction
Training and Generalization of Affective Behavior Displayed by Youth with Autism.
Peer reviewed Peer reviewed
Gena, Angeliki; And Others – Journal of Applied Behavior Analysis, 1996
A study of 4 youths (ages 11-18) with autism examined the effectiveness of teaching appropriate affective behavioral responses. Participants were described by teachers as having flat and inappropriate affect. Treatment consisted of modeling, prompting, and reinforcement. The combination of an error-correction procedure and contingent delivery of…
Descriptors: Adolescents, Affective Behavior, Autism, Behavior Change
Student Perception of Score Miniaturization as a Pedagogical Tool for Developing Choral Conducting Skills.
Wine, Thomas R. – Contributions to Music Education, 1995
Describes a pilot study where choral conducting students used miniaturized scores (simplified scores that focus on specific gestural problems). Students received three simplified scores, each one highlighting a different approach. Students overwhelmingly favored the simplified score using a cuing technique. Includes, score excerpts, student…
Descriptors: Choral Music, College Students, Error Correction, Instructional Effectiveness
OSZAR »