Impact of the Script in a Supplemental Reading Program on Instructional Opportunities for Student Practice of Specified Skills

Abstract

Many educators are reluctant to use scripted instruction, reporting that scripts are mechanical in nature and only appropriate for low-level skills. This study sought to investigate the impact of a supplemental program's script on the rate of on-task and off-task instructional opportunities offered by the instructor for students to practice the specific skills targeted in lesson exercises. Using a multiple-baseline across-participants design, four paraeducators delivered daily instruction, first in a nonscripted version of an explicit supplemental program and then in the scripted version of the same program, to 12 first-grade students identified at risk for reading failure. Upon introduction of the script, the rate of on-task instructional opportunities for student practice was substantially higher, and the rate of off-task instructional opportunities diminished. Both paraeducators and student participants preferred the scripted instruction.

Effects of Simulation to Teach Students With Disabilities Basic Finance Skills

“…Finally, future researchers should be conducted to examine what strategy used in this instructional package (i.e., simulation, instructional script) is instrumental in student acquisition of skill. As with previous studies (e.g., Cooke et al, 2011), this study presents anecdotal evidence that the scripted lessons were easy to follow providing a systematic and consistent way of delivering instruction, prompting, and feedback. Further research is needed to examine the role of the script in the instructional package.…”

“…Materials used in this study included a researcher-made simulated debit card machine, instructional scripts, check register, student debit cards, receipts, calculator, and a pencil. Lessons were scripted to control instructional content and ensure high levels of procedural fidelity (Cooke, Galloway, Kretlow, & Helf, 2011). To maximize instructional effectiveness of simulation, the researcher followed guidelines for effective use of simulation suggested by Nietupski et al (1986).…”

The Language Policy of Placement Tests for Newcomer English Learners

“…Findings on effectiveness are mixed, however. For instance, one study of para-educators working with first graders who were identified as “at risk” for reading failure found that use of scripted reading instruction led to higher rates of on-task instructional opportunities for student practice (relative to non-scripted instruction; Cooke, Galloway, Kretlow, & Helf, 2011). Others have expressed concern about rushed pacing and superficial treatment of complex concepts, and the negative ways in which these materials limit teacher creativity, improvisation, and responsiveness to student needs (e.g., Dresser, 2012; Sawyer, 2004).…”

A Review of Explicit and Systematic Scripted Instructional Programs for Students with Autism Spectrum Disorder

“…Published instructional programs that incorporate explicit and systematic procedures in a scripted manner allow consistent implementation across instructors of varying skill levels. Scripted programs control instructional delivery, increasing fidelity of implementation (Cooke et al 2011). According to Watkins and Slocum (2004), scripts accomplish two goals:…”

“…Importantly, Cooke et al (2011) compared scripted to nonscripted explicit instruction and found increased rates of on-task instructional opportunities during scripted instruction. Additionally, students indicated they enjoyed answering together (i.e., in unison) and instructors shared positive outcomes including greater student attention, consistent routine, and reduced likelihood of leaving out crucial concepts.…”