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Each week's new set of unknown words was divided randomly into two groups of equal size. Student errors during instruction were immediately followed by whole\u2010word error correction (the teacher stated the complete word and the student repeated it) for one group of words and by phonetic\u2010prompt error correction (the teacher provided phonetic prompts) for the other group of words. During instruction, all 5 students read correctly a higher percentage of whole\u2010word corrected words than phonetic\u2010prompt corrected words. Data from same\u2010day tests (immediately following instruction) and next\u2010day tests showed the students learned more words taught with whole\u2010word error correction than they learned with phonetic\u2010prompt error correction.<\/jats:p>","DOI":"10.1901\/jaba.1993.26-99","type":"journal-article","created":{"date-parts":[[2006,3,2]],"date-time":"2006-03-02T15:36:36Z","timestamp":1141313796000},"page":"99-110","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":29,"title":["RELATIVE EFFECTS OF WHOLE\u2010WORD AND PHONETIC\u2010PROMPT ERROR CORRECTION ON THE ACQUISITION AND MAINTENANCE 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":"William L.","family":"Heward","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Donna M. 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