This study compared the effects of immediate self-correction, delayed self-correction, and no correction on the acquisition and maintenance of multiplication facts by a fourth-grade student with learning disabilities. Data from daily and maintenance tests indicated that both correct response rate and accuracy were higher when self-correction was immediate rather than delayed or absent.
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Source |
|---|---|
| http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1284119 | PMC |
| http://dx.doi.org/10.1901/jaba.1998.31-303 | DOI Listing |
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