Diagnostic-Prescriptive Teaching: Two Models

Ysseldyke, James E.; Salvia, John

doi:10.1177/001440297404100305

Cited by 94 publications

(42 citation statements)

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“…Although, in theory, this could include any procedure that attempts to delineate a child's specific strengths and weaknesses (Ysseldyke & Salvia, 1974), it has traditionally referred to those practices that attempt to diagnose abilities that presumably are prerequisite for or underlie academic learning (Mann, 1971;Ysseldyke, 1973). Such general psychological processes include auditory abilities (e.g., auditory discrimination and memory), visual abilities (e.g., visual discrimination and spatial relationships), cross sensory perceptual abilities (e.g., auditory-visual integration) and psycholinguistic abilities (e.g., auditory sequential memory and verbal expression).…”

Section: A Critical Appraisalmentioning

confidence: 99%

“…The DD-PT label encompasses a number of "process" models which are fundamentally equivalent but which have gone by a variety of names. According to Haring DD-PT: A Critical Appraisal 4 and Bateman, "This conceptualization [the DD-PT model] has been known as the diagnostic-remedial approach (Bateman, 1967), prescriptive teaching (Peter, 1965), ability and process training (Ysseldyke & Salvia, 1974), psychometric phrenology (Mann, 1971) and even task analysis (Johnson, 1967)" (Haring & Bateman, 1977, p. 130).…”

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Differential Diagnosis—Prescriptive Teaching: A Critical Appraisal

Arter

Jenkins

1979

Review of Educational Research

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The dominant instructional model within special education, Differential Diagnosis-Prescriptive Teaching, involves the assessment of psycholinguistic and perceptual motor abilities that are presumed necessary for learning basic academic skills. Based on the differential pattern of ability strengths and weaknesses resulting from this assessment, individual remedial prescriptions are prescribed.In this article five assumptions underlying this model are identified. Also presented is a comprehensive review of research related to each assumption. The findings seriously challenge the model's validity and suggest that continued advocacy of the model cannot be justified. Children do not appear to profit from current applications of Differential DiagnosisPrescriptive Teaching. DD-PT: A Critical Appraisal 2Differential Diagnosis-Prescriptive Teaching: A Critical AppraisalThe term "differential diagnosis" refers to the process of assessing the learning characteristics of a child so that instruction can be matched to individual learning needs (Kirk & Kirk, 1971, p. 12; Kirk, 1972, p. 7). Although, in theory, this could include any procedure that attempts to delineate a child's specific strengths and weaknesses (Ysseldyke & Salvia, 1974), it has traditionally referred to those practices that attempt to diagnose abilities that presumably are prerequisite for or underlie academic learning (Mann, 1971;Ysseldyke, 1973). Such general psychological processes include auditory abilities (e.g., auditory discrimination and memory), visual abilities (e.g., visual discrimination and spatial relationships), cross sensory perceptual abilities (e.g., auditory-visual integration) and psycholinguistic abilities (e.g., auditory sequential memory and verbal expression). According to this model, failure to master basic academic skills, such as reading, may be traced to impairments in one or more of these underlying processes or abilities. To illustrate, a child who experiences failure in school tasks such as spelling phonetically irregular words, answering sequence questions based on material read, or copying sentences, may be found to suffer from an impairment in a basic process such as visual sequential memory (the ability to order a series of items so as to match a previously given model). DD-PT: A Critical Appraisal 3The term "diagnostic-prescriptive teaching," often used in conjunction with Differential Diagnosis, refers to the practice of formulating instructional prescriptions on the basis of differential diagnostic results.These prescriptions generally take one of two forms. In one form differential diagnostic information is used to generate a program to directly remediate an underlying ability weakness. In a second form weak abilities are not remediated; rather, the focus is on academic targets, such as reading or math, for which instructional programs are devised that capitalize upon the child's pattern of underlying strengths and weaknesses, as identified in the course of diagnosis. An example of the former approach would be...

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Differential Diagnosis—Prescriptive Teaching: A Critical Appraisal

Arter

Jenkins

1979

Review of Educational Research

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“…Diagnostic-prescriptive teaching presumes that students begin learning with both strengths and weaknesses and that these strengths and weaknesses are both measurable and connected to the ability to acquire academic skills (Ysseldyke and Salvia 1974). Combining task analysis and abilities training models and applied to special education (Ewing and Brecht 1977;Smead 1977;Arter and Jenkins 1979), diagnostic-prescriptive teaching eventually became an approach toward remedial reading (Arter and Jenkins 1979;A.…”

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Self-Regulated Reading Comprehension Strategy Selection Through Diagnostic-Prescriptive Instruction: A Case Study

Parker¹

2015

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This demonstration of concept applies diagnostic-prescriptive reading instruction, a methodology used in United States developmental education, toward improving reading comprehension and self-regulated comprehension strategy selection in Chinese postsecondary education. A single tutor, also the researcher, works closely with one Chinese university student to develop student-centered comprehension strategies that she can practice on her own. After a battery of formal and informal assessments and interviews, decoding and understanding deficiencies are identified, characterized, and discussed. Both the student and her tutor develop and execute a study plan, which was completed during the spring semester of 2010 at Sha'anxi University of Science and Technology (SUST) in Xi'an, People's Republic of China (PRC). By focusing on the subject's primary decoding deficiency, spelling, and her primary understanding deficiency, lack of background knowledge, the subject and her reading tutor are able to strategically tackle five reading comprehension goals: (1) spelling; (2) phonemic awareness; (3) noticing structural and cohesive elements; (4) comparing argumentative and evaluative texts; and (5) analyzing expository texts in business and economics. A final discussion analyzes both qualitative and quantitative data, including unexpected discoveries such as the salience of cohesion in reading comprehension and the cultural biases of standardized reading assessments.

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“…C'est ainsi qu'a pris naissance la « théorie des pré-requis instrumentaux » (Fernald, 1943 ;Frostig, 1964 ;German, 1964 Malgré ces études et bien d'autres qui leur sont antérieures ou concomitantes et dont plusieurs arrivent à des conclusions différentes, le problème étio-symptomatique du rendement scolaire, particulièrement de l'apprentissage de la lecture, demeure tout entier. Plusieurs raisons sont à l'origine de l'échec de ces investigations, dont un certain nombre concerne la méthodologie et les modèles de recherche utilisés (Ajuriaguerra, 1974 ;Ayres, 1975 ;Cruickshank and Hallahan, 1973 ;Hallahan, 1975 ;Ysseldyke, 1973Ysseldyke, , 1974 …”

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Troubles temporo-rythmiques et d’organisation spatiale, et difficultés en lecture

Ruel

Fabi-Girard

2009

rse

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Le but de l’étude est d’observer la qualité de relation entre, d’une part, des difficultés en lecture (aspect phonétique et aspect formel) et, d’autre part, les fonctions de temporalité (rythme inclus) et d’organisation spatiale, perçues comme source d’une contribution possible à l’explication et à la compréhension des difficultés en lecture. Des épreuves inédites concernant les variables en cause ont été administrées à un échantillon de 290 sujets, garçons et filles, âgés de 7 à 12 ans et représentatifs des écoliers de niveau primaire. Répartissant les sujets sous diverses catégories, selon leur rendement à l’une et à l’autre des épreuves utilisées (dont l’étude docimologique a été préalablement faite) et ayant procédé à la normalisation des scores et à leur traduction sur une même échelle (cote T), les auteurs établissent des comparaisons entre les rendements des divers groupes aux diverses variables à l’aide des techniques statistiques de la corrélation et de l’analyse de la variance. Ces études s’effectuent en six étapes, chacune d’elles mettant en relation deux variables ou plus, selon l’une des trois dynamiques : autonome, interrelationnelle et interactionnelle, définies spécifiquement pour cette étude, et d’autres similaires également engagées dans cette voie.

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Diagnostic-Prescriptive Teaching: Two Models

Cited by 94 publications

References 14 publications

Differential Diagnosis—Prescriptive Teaching: A Critical Appraisal

Differential Diagnosis—Prescriptive Teaching: A Critical Appraisal

Self-Regulated Reading Comprehension Strategy Selection Through Diagnostic-Prescriptive Instruction: A Case Study

Troubles temporo-rythmiques et d’organisation spatiale, et difficultés en lecture

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