Improving Reading Fluency with Precision Teaching

Downs, John; Morin, Suzann

doi:10.1177/004005999002200308

Cited by 13 publications

(4 citation statements)

References 9 publications

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“…One important finding was that the precision teaching programmes were extremely successful in teaching children with learning difficulties to read words that they could not read before the start of the programme. This is a positive result, which has been replicated many times in different curriculum areas and with different types of children (see for example Matthews & Booth, 1982;Downs & Morin, 1990;Lindsley, 1992). Precision teaching is a powerful technique offering an enjoyable method of working with pupils, where feedback is immediate and visible, and which is not unduly time consuming.…”

Section: Discussionmentioning

confidence: 85%

“…Evaluations of precision teaching (Byrnes, Macfarlane, Young & West, 1990;Fox, 1982;Downs & Morin, 1990) have all shown that it is effective in teaching new and specific skills, in a variety of curriculum areas, to children with a range of learning difficulties. Not only do children reach their targets, but they enjoy the one minute test and appreciate the instant and visible feedback of the precision teaching graph.…”

Section: )mentioning

confidence: 99%

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Whatever happpened to precision teaching?

Kessissoglou¹,

Farrell²

1995

British J Special Edu

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Section: Discussionmentioning

confidence: 85%

Section: )mentioning

confidence: 99%

Whatever happpened to precision teaching?

Kessissoglou¹,

Farrell²

1995

British J Special Edu

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“…The teacher assigns pupils learning activities and tracks the observable and quantifiable learning behaviors throughout time. Eventually, the data is transformed into information that may be used by instructors to identify and address certain learning or behavioral objectives (Downs & Morin, 1995). Precision instruction determines the number of responses a certain learner has to a particular exercise.…”

Section: / 16mentioning

confidence: 99%

Enhancing reading capability of young Thai students with augmented reality technology: Design-based research

Na-Songkhla

Sujiva

2023

CONT ED TECHNOLOGY

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The Thai language, which is part of the Indo-Iranian language family, carries on rituals and local knowledge that have been passed down from generation to generation. The Thai National Statistics Office found that 10% of elementary school students in Thailand cannot read. This means that 90% of elementary school students in Thailand can read. The numbers disagree with a report from an international assessment agency that said young Thai students’ reading skills were the 50<sup>th</sup> best out of 65 countries. So, it is still hard for young Thai people to read well. The main goals of this research are to: (i) make an augmented reality platform that will help students improve their reading skills and (ii) figure out how well the platform works. This study uses a method called “research design” (R&D) to look at how students feel about an educational product or method that was designed and then used. Research and development can be thought of as going through three different stages (research phase, development phase, and implementation phase). According to the results, the picture word inductive model (PWIM) strategy was put into place because the professionals said it should be. The most popular method of teaching was called “precision teaching.” Reading out loud and reading the same thing over and over were two ways that vocabulary was taught. According to the results of the experiment, the students’ scores after finishing the reading are higher than their scores after the first reading. As part of the second part of the study, reading comprehension skills were tested. The students have also gotten a lot better at understanding what they read as a whole.

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“…Rather, it is a set of measurement and assessment procedures to be used in combination with any other teaching method (Koenig, 1972;Neal, 1981;West, Young, & Spooner, 1990). Critical components of the precision-teaching model are (a) use of functional definitions of behavior (Downs & Morin, 1990), (b) use of response rate as a measure of academic behavior, (c) measurement of student learning by frequent performance assessment (Beck & Clement, 1991), (d) frequent graphing of student behavior on a standardized chart (Lindsley, 1971a;Pennypacker, Koenig, & Lindsley, 1972), (e) frequent data-based analysis of the impact of teaching interventions (Potts, Eshleman, & Cooper, 1993), and (f) emphasis on building socially important behavior (Lovitt et al, 1990;Neal, 1981;West et al, 1990;White, 1986). Precision teaching allows any teacher to describe academic behavior precisely, deliver instruction designed to teach that behavior to students, record the results of teaching, and use specific decision rules to intervene (Beck & Clement, 1991).…”

Section: Behavioral Educationmentioning

confidence: 99%

Effects of celeration rate on behavioral fluency

Munson¹

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I would like to acknowledge John Crosbie for dedicating so much of his time and effort to my training as a behavior analyst, and for always displaying the highest standards of professionalism. I owe a great debt of gratitude for everything John has done for me throughout my time at West Virginia University (WVU). I also would like to recognize the contributions of my fellow graduate students, including

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Improving Reading Fluency with Precision Teaching

Cited by 13 publications

References 9 publications

Whatever happpened to precision teaching?

Whatever happpened to precision teaching?

Enhancing reading capability of young Thai students with augmented reality technology: Design-based research

Effects of celeration rate on behavioral fluency

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