标题：Using Direct Instruction Error Correction and a Match to Sample Procedure to Teach Three Kindergarten Students with Developmental Delays Number Identification
期刊名称：International Journal of English and Education
印刷版ISSN：2278-4012
出版年度：2014
卷号：3
期号：4
出版社：Brahmaputra Publishing House
摘要：The purpose of this study was to determine the efficacy of match to samplewith error correction training procedure with three kindergarten students withdevelopmental delays in an elementary resource room. The procedure wasimplemented to teach visual and verbal identification of randomly presented numbersfrom 1 to 30. The effects of the match to sample and direct instruction error correctionprocedure were evaluated within a multiple baseline design across participants.During baseline, all of the participants had difficulty with number identification. Theresults indicated an increase in corrects and a decrease in errors for each of theparticipants when error correction and match to sample was employed. In addition,when the match to sample with error correction exercise was faded, no decrease instudent performance occurred.The benefits of using match to sample with errorcorrection to teach number identification are discussed.
