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Record identifier : 568148
Personal Name - Primary Intelectual Responsibility : Doucette, Jessica
Title and statement of responsibility : A comparison of the effects of errorful and errorless teaching methods on the acquisition, generalization, and retention of letter sound discriminations in young children [Thesis]
Publication, Distribution,Etc. : University of North Texas, 2007
Language of the Item : eng
Dissertation of thesis details and type of degree : M.S.
Body granting the degree : , University of North Texas
Summary or Abstract : The present study compared the effects of an errorless stimulus shaping procedure to an errorful fluency based procedure for teaching difficult letter sound discriminations using a counterbalanced multielement experimental design. For 2 participants, letters fsteai were taught using the errorless procedure and letters bpdvou were taught using the errorful procedure. For the other 2 participants the conditions were reversed. All participants had considerably fewer errors and fewer trials to criterion with the errorless than with the errorful procedure. Tests of retention and generalization indicate that the errorful procedure generalized and was retained at a higher frequency than the errorless procedure. For 3 participants preference for the errorless procedure over the errorful procedure was demonstrated; whereas, the fourth participant demonstrated preference for the errorful procedure..
Topical Name Used as Subject : Behaviorial sciences, Preschool education, Literacy, Reading instruction
Information of biblio record : TL
 
 
 
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