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ERIC Number: ED334752
Record Type: RIE
Publication Date: 1988
Pages: 55
Abstractor: N/A
Group and Individual Instructional Procedures: Least-to-Most Prompting versus Correction.
Morgan, Robert L.; And Others
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 instruction. The combination of individual instruction with correction and the combination of group instruction with least-to-most prompting proved to be the best techniques in terms of the number of learned vocabulary words. When directly compared, both produced similar results in the number of words learned and retained. However, the group treatment package provided several instructional advantages, such as providing instruction to several students simultaneously, including peers in instruction, incorporating cooperative learning, and providing reinforcement through peers. Includes 116 references. (Author/DB)
Publication Type: Reports - Research
Education Level: N/A
Audience: Researchers; Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A