Abstract
Correcting student errors is an important educational concern for teachers. In this study, an alternating treatments design was used to compare the effectiveness of four methods for correcting oral reading errors, including immediate word supply, delayed word supply, sound out (phonics analysis), and directed rehearsal techniques. The subject was a 6-year-old beginning reader with average ability. Results showed that the directed rehearsal procedure was the most effective method. This study demonstrated that teachers can use rigorous research methods in their own classrooms to determine which teaching strategies they should use with their students.
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