In His Own Words: Siegfried “Zig” Engelmann Talks about What’s Wrong with Education and How to Fix It

Heward, William L.; Kimball, Jonathan W.; Heckaman, Kelly A.; Dunne, James D.

doi:10.1007/s40617-021-00636-x

Cited by 6 publications

(4 citation statements)

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“…These instructional and assessment approaches maintain the behavioral assumption that student learning is highly dependent on the quality of the instructional environment (Stockard et al, 2018). A behavioral assumption that is also embodied in the famous quote by the father of Direct Instruction, Siegfried "Zig" Engelmann, who stated: "if the student hasn't learned, the teacher hasn't taught -that's not a slogan, it's an operating principle" (Heward et al, 2021). In other words, rather than blaming poor reading skills on the characteristics of the child, the teacher must instead determine aspects of the instructional environment to adjust to improve student learning outcomes (Ardoin et al, 2016).…”

Section: Contributions Of the Science Of Behavior To Reading Instructionmentioning

confidence: 99%

“…In essence, developmental/constructivist approaches to reading assume that children will naturally discover how to read when immersed in spoken and written language, and therefore, the teacher does not explicitly direct student responding but instead provides naturalistic opportunities for student learning to take place (Daly et al, 1996;OHRC, 2022;Rayner et al, 2001). Engelmann argued that developmental approaches to teaching reading tend to focus on student variables out of the teacher's direct control (e.g., developmental "readiness"), whereas behavioral approaches provide teachers with tangible aspects of the environment to manipulate to better support targeted learning (e.g., strategic arrangement of antecedents, instructional prompting procedures, manipulation of stimuli, provision of reinforcement, and error correction; Heward et al, 2021;Spencer, 2021). Notably, reviews of reading research (e.g., NRP, 2000;OHRC, 2022;Rose, 2006;Rowe, 2005) have consistently favored behaviorally based instructional practices over constructivist based approaches, and Direct Instruction has consistently been reported as the most effective instructional approach to reading over other approaches (Barbash, 2021;Gersten et al, 2017;Przychodzin-Havis et al, 2005;Stockard et al, 2018).…”

Section: Contributions Of the Science Of Behavior To Reading Instructionmentioning

confidence: 99%

“…Reading programs with an explicit instruction approach are designed with high rates of active student responding using a variety of activities (e.g., choral responding, response cards, written/verbal responses, cloze reading, time trials, peer tutoring, etc. ; Heward et al, 2021).…”

Section: Reading Instruction Examplementioning

confidence: 99%

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Between the Lines: Integrating the Science of Reading and the Science of Behavior to Improve Reading Outcomes for Australian Children

Stocker,

Fox,

Swain

et al. 2023

Behav. Soc. Iss.

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Many Australian students fail to meet an acceptable standard of reading proficiency. This can negatively impact their academic progress, social, and emotional well-being, and increase their risk of developing challenging behaviors. These risks and challenges have been found to compound over the lifetime of the learner. Unfortunately, the proportion of Australian students who fail to meet reading proficiency standards increases as they move through their years of schooling, and reading difficulties disproportionately affect historically marginalized groups. This has raised concerns about the effectiveness of instructional approaches used within the Australian education system, particularly in reading, and prompted discussions of reform. The purpose of this review paper was to examine the contributions of the science of reading and science of behavior to our collective knowledge regarding reading development and effective reading instruction, and how this knowledge is currently being used in the Australian context. We provide a discussion on the current state of reading instruction and achievement in Australia by considering national trends, inequities, and systemic challenges. Implications and recommendations to address inequities in reading outcomes, using both the science of reading and science of behavior, are discussed.

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Section: Contributions Of the Science Of Behavior To Reading Instructionmentioning

confidence: 99%

Section: Contributions Of the Science Of Behavior To Reading Instructionmentioning

confidence: 99%

See 1 more Smart Citation

Between the Lines: Integrating the Science of Reading and the Science of Behavior to Improve Reading Outcomes for Australian Children

Stocker,

Fox,

Swain

et al. 2023

Behav. Soc. Iss.

View full text Add to dashboard Cite

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“…As a teaching process, special education refers to the teaching process. It refers to the determination, sharing and planning of duties and responsibilities with the answers to the questions of who will teach the process, to whom, where, how and what (Heward, Kimball, Heckaman, & Dunne, 2021). The concept of inclusion can be defined in many different ways in different disciplines.…”

Section: Theoretical and Conceptual Frameworkmentioning

confidence: 99%

Supporting children with special educational needs as a socio-pedagogical problem

Zhansulu

Batima

Temirov

et al. 2022

CJES

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The purpose of this research is to determine the professional competencies of primary schoolteachers in order to support inclusion students with special education needs from a socio-pedagogical point of view. In this study, professional competencies of primary schoolteachers were evaluated by using the survey model, which is one of the quantitative research methods, in order to support the inclusion students with special education needs from a socio-pedagogical point of view. The research was conducted with 320 primary schoolteachers who continued their educational activities in the 2021–2022 academic year in various primary schools in Almaty, Kazakhstan. The research data were collected with the teacher professional competencies scale for inclusive students with special education needs developed by the researcher. As a result of the research, it has been determined that the professional competencies of primary schoolteachers for mainstreaming students with special education needs are moderate in the sub-dimensions of teaching methods and techniques, diagnosis and evaluation, cooperation and socialisation. In addition, it has been determined that the general average of the professional competencies of primary schoolteachers for inclusive students with special education needs is at a moderate level. It has been determined that the professional competencies of the primary schoolteachers participating in the research for inclusive students with special education needs do not differ according to the gender variable. It has been determined that the professional competencies of primary schoolteachers for inclusive students with special education needs show a significant difference according to their education status for inclusive students. It has been determined that the significant difference in terms of primary schoolteachers’ education to inclusive students is in favour of the educators. Keywords: Special education, inclusive education, teacher competencies;

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Faultless Communication: The Heart and Soul of DI

Twyman

2021

Perspect Behav Sci

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We are in the midst of a global learning crisis. The National Center for Education Statistics (2019) reports that 65% of fourth-and 66% of eighth-grade students in the United States did not meet proficient standards for reading. A 2017 report from UNESCO reports that 6 out of 10 children worldwide do not achieve minimum proficiency in reading and mathematics. For far too many learners, instruction is riddled with confusion and ambiguity. Engelmann and Carnine's (1991) approach to improving learning is to design instruction that communicates one (and only one) logical interpretation by the learner. Called "faultless communication" this method can be used to teach learners a wide variety of concepts or skills and underpins all Direct Instruction programs. By reducing errors and misinterpretation, it maximizes learning for all students. To ensure effectiveness, the learner's performance is observed, and if necessary, the communication is continually redesigned until faultless (i.e., the learner learns). This "Theory of Instruction" is harmonious with behavior analysis and beneficial to anyone concerned with improving student learning-the heart and soul of good instruction. Keywords education . instruction . instructional design . faultless communication . Direct InstructionLet's begin with some data. In the latest "Nation's Report Card," the National Center for Education Statistics (NCES, 2019) reports that 65% of fourth-and 66% of eighth-grade students in the United States did not meet proficient standards for reading. More concretely, two out of three fourth-graders were unable to integrate, interpret, or evaluate texts or apply their understanding of the text to draw conclusions. Two out of three eighth-graders could not reliably summarize main ideas and themes, make and support inferences about a text, connect parts of a text, or analyze text features. Proficiency matters. When proficient at a fourth-grade reading level, students should understand and glean information from text features as well as explain and draw

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In His Own Words: Siegfried “Zig” Engelmann Talks about What’s Wrong with Education and How to Fix It

Cited by 6 publications

References 7 publications

Between the Lines: Integrating the Science of Reading and the Science of Behavior to Improve Reading Outcomes for Australian Children

Between the Lines: Integrating the Science of Reading and the Science of Behavior to Improve Reading Outcomes for Australian Children

Supporting children with special educational needs as a socio-pedagogical problem

Faultless Communication: The Heart and Soul of DI

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