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Each set of 20 words was divided randomly into two equal groups. Student errors during instruction on one group of words were immediately followed by the teacher modeling the word and the student repeating it (active student response instruction). Errors on the other group of words were immediately followed by the teacher modeling the word while the student attended to the word card (no\u2010response instruction). For all 6 students, the active student response error\u2010correction procedure resulted in more words read correctly during instruction, same\u2010day tests, next\u2010day tests, 2\u2010week maintenance tests, and generality tests (words read in sentences).<\/jats:p>","DOI":"10.1901\/jaba.1993.26-111","type":"journal-article","created":{"date-parts":[[2006,3,2]],"date-time":"2006-03-02T15:36:36Z","timestamp":1141313796000},"page":"111-119","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":71,"title":["EFFECTS OF ACTIVE STUDENT RESPONSE DURING ERROR CORRECTION ON THE ACQUISITION, MAINTENANCE, AND GENERALIZATION OF SIGHT WORDS BY STUDENTS WITH DEVELOPMENTAL DISABILITIES"],"prefix":"10.1002","volume":"26","author":[{"given":"Patricia M.","family":"Barbetta","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Timothy E.","family":"Heron","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"William L.","family":"Heward","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"311","published-online":{"date-parts":[[2013,2,27]]},"reference":[{"key":"e_1_2_1_2_1","doi-asserted-by":"publisher","DOI":"10.1901\/jaba.1993.26-99"},{"key":"e_1_2_1_3_1","first-page":"19","article-title":"Tugmate: A cross\u2010age tutoring program to teach sight vocabulary","volume":"14","author":"Barbetta P. 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