A Behavioral Approach to the Teaching of Composition

Vargas, Julie S.

doi:10.1007/bf03392369

Cited by 22 publications

(12 citation statements)

References 2 publications

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“…Excessive attention to corrective feedback, whereby teachers respond to student errors in letter formation, spelling and grammar, leaves few opportunities for the development of reciprocity and mutual influence between writers and readers. Vargas (1978) noted that for beginning writers expressive writing contexts should allow writers to exert some control or agency over the reader by enabling the impact of their writing on a reader to be made more visible through the reader's responses to it. This idea led to the development of the strategy known as "responsive, written feedback" (Jerram, Glynn, & Tuck, 1988) where teachers or others learned to act as a "responsive audience" to the messages contained within eight-year-old students' writing.…”

Section: Appropriate and Contingent Feedbackmentioning

confidence: 99%

From responsive social learning contexts to culturally responsive pedagogy: Contributions from early New Zealand research

Glynn

2013

Waikato Journal of Education

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Section: Appropriate and Contingent Feedbackmentioning

confidence: 99%

From responsive social learning contexts to culturally responsive pedagogy: Contributions from early New Zealand research

Glynn

2013

Waikato Journal of Education

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“…One of these is the provision of responsive feedback for children's writing. Essentially this strategy involves the person reading a piece of writing to act as a responsive "audience" (Hopman & Glynn, 1988;Vargas, 1978). This person provides brief written feedback which responds to the communicative intent or to the "messages" conveyed in the writing.…”

Section: Responsive Written Feedbackmentioning

confidence: 99%

Behavioural Intervention Strategies in Education: Implications for Training Educational Professionals

Glynn

1994

Behav. change

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Effective applied behavioural intervention in teaching and learning settings requires a knowledge and skill base in human development, school curriculum, and cultural issues, as well as competence in the principles of applied behaviour analysis. Simple applications of operant principles to increasing on-task behaviour and work output have been very effective. However, behavioural practitioners in education now require a broader perspective on the interactive social contexts in which teaching and learning take place. This paper reviews a range of intervention strategies in the area of literacy learning which have been devised within this perspective, namely (a) antecedent discussion of context, (b) explicit modelling of competent performance, (c) responsive written feedback, (d) incidental teaching, (e) errors as contexts for learning, (f) Pause, Prompt, Praise, (g) reciprocal learning and peer tutoring. In conclusion, some of the implications for the training of educational professionals are examined.

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“…Discovering how best to teach a tact repertoire, for example, covers issues in both the basic and applied domains. Such discoveries imply that virtually any verbal behavior research will not be too distant from application even if it is basic research (note Lee & Pegler's analysis of spelling ,1982), and that any work in verbal behavior carries implications for basic research even if applied in a client or student setting (Layng & Andronnis, 1984;J. Vargas, 1978).…”

Section: A Proactive Strategy: Advertising the Research Accelerationsmentioning

confidence: 99%

Promoting the behaviorological analysis of verbal behavior

Eshleman

Vargas

1988

Analysis Verbal Behav

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An important contribution of radical behavioral science is its analysis of verbal behavior. Slowly but surely an increasing number of efforts verify the propositions explicit or inherent in Skinner's theory of verbal behavior, or apply his analysis to clinical or educational practice. But both the theory and the effort to apply it are met with silence. Such silent neglect simply varies the calumnious attention usually given to behavioristic science. In recent years several papers have called attention to how non-behaviorists have habitually misrepresented the science of behavior and its underlying philosophy of radical behaviorism (Cooke, 1984; DellaLana, 1982; Morris, 1985; Todd, 1987a; Todd & Morris, 1981; Todd & Morris, 1983). These authors offer various solutions. Their preferred strategy stresses an increased effort to disseminate accurate information about behavioristic science to the press and to the world at large. They generally address, however, errors of commission, not omission. Further, their solutions tend to dwell on "processes" instead of "products." This paper first reviews the problem of misrepresentation of the science. It then addresses the principal error of omission in the psychological literature, and offers a solution based on achieving new products resulting from new verbal behavior technology.

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A Behavioral Approach to the Teaching of Composition

Cited by 22 publications

References 2 publications

From responsive social learning contexts to culturally responsive pedagogy: Contributions from early New Zealand research

From responsive social learning contexts to culturally responsive pedagogy: Contributions from early New Zealand research

Behavioural Intervention Strategies in Education: Implications for Training Educational Professionals

Promoting the behaviorological analysis of verbal behavior

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