Abstract
Overcorrection procedures have been found to be effective in increasing the reading proficiency of mentally retarded children. Evidence for the efficacy of overcorrection as a remediation procedure has been derived from studies using an individualized 1: 1, teacher-student, training format. In this study, an alternating-treatments design was used to measure the differential impact of an overcorrection procedure on the oral reading of four moderately mentally retarded children under individual-and group-training formats and a no-remediation control condition. During overcorrection, the teacher supplied the correct word when the child made an error and the child was then required to say the correct word five times before rereading the sentence in which it had occurred. Children made fewer oral reading errors under the two training formats when compared with the no-remediation control condition, but all children performed equally well under individual-and group-training formats. However, the generalization probe data suggest that the group-training format may increase the children's word recognition skills through incidental learning.
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