Applying Behavior Analytic Procedures to Effectively Teach Literacy Skills in the Classroom

Joseph, Laurice M.; Alber-Morgan, Sheila R.; Neef, Nancy A.

doi:10.1002/pits.21883

Cited by 16 publications

(10 citation statements)

References 75 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Joseph, Alber‐Morgan, and Neef () contend that many teaching behaviors included in explicit instruction (e.g., modeling, prompting, frequent opportunities to respond accompanied with feedback) are aligned with applied behavior analysis principles such as positive reinforcement (feedback), carefully arranging examples, consistent use of terms (stimulus control), and modeling (orienting attention to critical stimuli). Still others (e.g., Berliner, ; Brophy & Evertson, ) describe how explicit instruction and direct instruction components (e.g., clear presentations, dynamic models, frequent responding, guided practice with feedback) address basic prerequisites of learning such as academic learning time (Gettinger & Seibert, ) and opportunity to respond (Heward & Wood, ).…”

Section: Why Is Explicit Instruction Effective?mentioning

confidence: 99%

Explicit Instruction: Historical and Contemporary Contexts

Hughes

Morris

Therrien

et al. 2017

Learn Disabil Res Pract

160

106

View full text Add to dashboard Cite

Over the past 20‐plus years, the instructional approach referred to as “explicit instruction” has been increasingly mentioned as an instructional method in the learning disabilities literature. Explicit instruction is not a unitary intervention, but can be a combination of over a dozen teaching behaviors or components used to design and deliver instruction. This multicomponent aspect likely contributes to the variability of the descriptions and definitions of explicit instruction found in journals, books, and other published documents. Because explicit instruction has become a prominent and often discussed topic in special education, we attempt to define and describe the term more precisely in order to increase the clarity and consistency of its use in both research and practice. In addition, we expand our discussion to include a brief historical perspective of the evolution of explicit instruction from earlier programs and research efforts such as “Direct Instruction” and “direct instruction,” as well as providing a summary of its effectiveness, especially for students with learning disabilities.

show abstract

Section: Why Is Explicit Instruction Effective?mentioning

confidence: 99%

Explicit Instruction: Historical and Contemporary Contexts

Hughes

Morris

Therrien

et al. 2017

Learn Disabil Res Pract

160

106

View full text Add to dashboard Cite

show abstract

“…For example, the lesson plan states that the teacher shows a page of the book or a flashcard/picture (i.e., visual prompt), model the target words or rhyming sounds (e.g., “Watch, my mouth does the same things at the end: hat, mat”), and provide a behavior-specific praise/feedback after the student’s response (e.g., “Yes, map and cap sound the same!”). These evidence-based strategies are associated with increases in literacy skills for children with and without disabilities (Joseph et al, 2016 ). Therefore, it is likely that the combination of these procedures facilitated the children’s literacy development in this study.…”

Section: Discussionmentioning

confidence: 99%

Online Literacy Instruction for Young Korean Dual Language Learners in General Education

et al. 2022

View full text Add to dashboard Cite

English language development is a critical component for young children’s school readiness. In this study, we examined the effect of Read it again-Pre-K! (Justice and McGinty in Read it again!-Prek: a preschool curriculum supplement to promote language and literacy foundations, Crane Center for Early Childhood Research and Policy, Columbus, 2013), a literacy curriculum designed to prepare young children’s school readiness on the English literacy skills of Korean dual language learners in general education. Using a multiple probe design, eight 4- to 5-year-old Korean dual language learners (1 female, 7 males) received 1:1 online synchronous daily instruction over 2 months during the summer before entering their kindergarten programs. Through the intervention, all eight children demonstrated increases in the use of English vocabulary, story comprehension, and oral fluency. Post-intervention data on vocabulary and reading fluency through three standardized tests, Dynamic Indicators of Basic Early Literacy Skills, Peabody Picture Vocabulary Test, and Expressive Vocabulary Test, showed improvement over baseline for most children. Discussion and implications for future research were provided.

show abstract

“…Curriculum content is typically taught in a logical order with the teacher providing demonstration, explanation, and opportunities for practice (often referred to as "Model, Lead, Test," "I do, You do, We do," or some variation). As noted in this example provided by Joseph et al (2016), many of the teaching practices used within explicit instruction (e.g., modeling, prompting, frequent opportunities to respond with targeted feedback) are closely aligned with both DI principles and applied behavior analytic teaching: . .…”

Section: Explicit Teaching Of Rules and Strategiesmentioning

confidence: 99%

The Evidence is in the Design

Twyman

2021

Perspect Behav Sci

View full text Add to dashboard Cite

To better understand the effectiveness of Direct Instruction (DI), the empirical base related to DI's instructional design components (explicit teaching, judicious selection and sequencing of examples) and principles (identifying big ideas, teaching generalizable strategies, providing mediated instruction, integrating skills and concepts, priming background knowledge, and providing ample review) are analyzed. Attention is given to the converging evidence supporting the design characteristics of DI, which has broad applicability across different disciplines, teaching methodologies, and perspectives.Keywords Direct instruction . Instructional design . Empirical evidence Direct Instruction (DI) teaches so efficiently that all students learn the material in a minimal amount of time. Such highly effective teaching requires a laser-like focus on the design, organization, and delivery of instruction. Each and every DI program identifies concepts, rules, strategies, and "big ideas" to be taught, clearly communicates these through carefully crafted instructional sequences, organizes instruction to provide each student with appropriate and sufficient practice (through scheduling, grouping, and ongoing progress monitoring), and ensures active student engagement and lesson mastery via specific forms of studentteacher interactions. Every DI strategy, tactic, technique, or procedure involves careful design and testing. In Theory of Instruction: Principles and Applications (hereafter, Theory of Instruction), Engelmann and Carnine (1982, 1991) lay out how DI, and perhaps all instructional programs, should be designed. What is Instructional Design?Simply put, instructional design (ID) is the creation of materials and experiences that result in a learner's acquisition of new knowledge and skills. A more formal

show abstract

Applying Behavior Analytic Procedures to Effectively Teach Literacy Skills in the Classroom

Cited by 16 publications

References 75 publications

Explicit Instruction: Historical and Contemporary Contexts

Explicit Instruction: Historical and Contemporary Contexts

Online Literacy Instruction for Young Korean Dual Language Learners in General Education

The Evidence is in the Design

Contact Info

Product

Resources

About