No abstract

Precision Teaching (PT) is a system for precisely defining, measuring and facilitating the subsequent analysis, interpretation, and decision making behavior (Kubina & Yurich, 2012). It can be incorporated into educational settings to monitor learners' progress and evaluate the effectiveness of teaching approaches for academic skills. The current systematic review provides a summary of studies published over 30 years which implemented PT for the improvement of academic skills. Key components of PT as implemented across studies are summarized. The findings of this review are discussed in relation to future research, identifying gaps in the literature and suggesting areas for improvement and further research on PT.

No abstract

No abstract

Due to the Coronavirus pandemic and lengthy absences from the classroom, there is a need for large‐scale remedial programs to support young children to “catch‐up” on literacy and numeracy skills. A stratified randomized controlled trial was used to evaluate the Headsprout Early Reading (HER) program as a parent‐mediated digital literacy intervention. A between‐groups design compared differences in reading‐dependent outcome measures for 36 children assigned to one of three intervention groups: with support, without support, and waitlist‐control. Children completed significantly more episodes when parents received implementation support from the researcher compared to the without support group. Children receiving Headsprout instructions demonstrated marginally greater gains than the waitlist‐control group in posttest outcome measures; however, differences in reading outcomes were not significant between groups at posttesting. The current research provides tentative support for HER and importantly, highlights the importance of providing support for parents implementing interventions at home.