This study compared the effects of two methods of presenting instructive feedback during direct instruction on the learning of four preschool students with language delays and one with hearing impairments. These methods involved presenting two extra stimuli on all trials, and presenting the two extra stimuli separately on alternating trails. The students were taught coin combinations using a constant time delay procedure with instructive feedback stimuli added to both praise and correction statements. An adapted alternating treatments design was used to evaluate the two methods of presenting instructive feedback and the students were assessed to determine the extent to which instructive feedback stimuli were learned. Findings indicate: (1) four out of the five students learned their target skills and some of the instructive feedback stimuli with the constant time delay and instructive feedback; (2) the percent of errors displayed by all subjects was higher than typically reported when the constant time delay was used with discrete responses and preschool children with disabilities; (3) no consistent differences in the effectiveness of the two presentation methods were noted; and (4) the students appeared to learn that the two stimuli presented during the feedback event were equivalent. (Contains 27 references.) (Author/CR)