Increasing the sight vocabulary and reading fluency of children requiring reading support: the use of a Precision Teaching approach

Griffin, Claire; Murtagh, Lelia

doi:10.1080/02667363.2015.1022818

Cited by 24 publications

(22 citation statements)

References 19 publications

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“…One such intervention, which is readily available to schools, is Precision Teaching (Lindsley 1995). Recent research suggests that Precision Teaching can have motivational benefits and increase self-esteem, as well as being highly effective for teaching literacy skills (Griffin and Murtagh 2015).…”

Section: Discussionmentioning

confidence: 99%

Dyslexia, Literacy Difficulties and the Self-Perceptions of Children and Young People: a Systematic Review

Gibby-Leversuch¹,

Hartwell

Wright

2019

Curr Psychol

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This systematic review investigates the links between literacy difficulties, dyslexia and the self-perceptions of children and young people (CYP). It builds on and updates Burden's (2008) review and explores how the additional factors of attributional style and the dyslexia label may contribute to CYP's self-perceptions. Nineteen papers are included and quality assessed. Quantitative papers measured the self-reported self-perceptions of CYP with literacy difficulties and/or dyslexia (LitD/D) and compared these with the CYP without LitD/D. Qualitative papers explored the lived experiences of CYP with LitD/D, including their self-views and how these were affected by receiving a dyslexia diagnosis. Results suggest that CYP with LitD/D may be at greater risk of developing negative self-perceptions of themselves as learners, but not of their overall self-worth. Factors found to be relevant in supporting positive self-perceptions include adaptive attributional styles, good relationships with peers and parents, and positive attitudes towards dyslexia and neurodiversity. In some cases, CYP with LitD/D felt that others perceived them as unintelligent or idle; for these CYP, a diagnosis led to more positive self-perceptions, as it provided an alternative picture of themselves. There is a need for further research to explore the impact of attributional style and the potential for intervention, as well as CYPs' experiences of diagnosis and the associated advantages or disadvantages.

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Section: Discussionmentioning

confidence: 99%

Dyslexia, Literacy Difficulties and the Self-Perceptions of Children and Young People: a Systematic Review

Gibby-Leversuch¹,

Hartwell

Wright

2019

Curr Psychol

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“…As PT seems to meet all the quality indicators identified in the literature, it may be a valuable approach to academic instruction for students with special educational needs. Several studies of PT have demonstrated improvements in the areas of literacy (Cavallini et al 2010;Datchuk et al 2015;Griffin and Murtagh 2015;Hughes, Beverley, & Whitehead, 2007), and numeracy (Chiesa & Robertson, 2000;Fitzgerald & Garcia, 2006;Greene, McTiernan, & Holloway, 2018;McTiernan, Holloway, Leonard, & Healy, 2018). However, as a recent systematic review highlighted, despite encouraging evidence, there is still a need for more research on the application of PT to students with IDDs (Ramey et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

A Precision Teaching Framework for Improving Mathematical Skills of Students with Intellectual and Developmental Disabilities

et al. 2020

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The aim of this study was to investigate the effect of a precision teaching (PT) framework on the mathematical ability of students with intellectual and developmental disabilities. We also examined if students of moderate mathematical ability could perform as well as their peers with fewer difficulties with their math skills. Sixteen students participated and were divided into three groups. One group engaged in PT, and the other two groups functioned as comparisons. The PT group practiced six skills introduced linearly. An A-B design was used for the five component skills, and a multiple baseline across participants design was used for the composite skill (addition). The intervention led to a significant improvement in all skills, including addition, and this was associated with a large effect size; student performance met or exceeded that of their peers. Overall, the findings suggest that PT is an efficient and effective approach for teaching students with IDDs.

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“…The majority of PT and fluency literature focuses on education and academic skills (Berens et al, 2003;Brady & Kubina, 2010;Brosnan et al, 2018;Cavallini & Perini, 2009;Chiesa & Robertson, 2000;Griffin & Murtagh, 2015;Carl Hughes et al, 2007;Lambe, Murphy, & Kelly, 2015;McDowell & Keenan, 2001;McTiernan et al, 2016;Mercer, Campbell, Miller, Mercer, & Lane, 2000;Milyko, Berens, & Ghezzi, 2012;Newsome et al, 2014;Sleeman, Friesen, Tyler-Merrick, & Walker, 2019). Research on nonacademic skills is small by comparison and limited to a handful of studies on fine-motor behavior and sports (Fabrizio, Schirmer, King, Diakite, & Stovel, 2007;Lokke et al, 2008;McDowell et al, 2002;Twarek et al, 2010;Weiss et al, 2010).…”

Section: Precision Teaching Researchmentioning

confidence: 99%

Precision Teaching and Tap Dance Instruction

Pallares

Newsome²,

Ghezzi

2020

Behav Analysis Practice

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The purpose of this study was (a) to use a precision-teaching (PT) framework to design, train, and evaluate a tap-dancing training sequence and (b) to evaluate fluency outcomes as a function of training tap dance components to optimal frequencies. The study trained a series of 8 tap-dancing steps to 4 novice dancers and evaluated the effects on untrained components and probes of retention, stability, endurance, and application. The study also included a control participant who only completed application probes. Weekly probes examining the facilitative effects of training on the untrained components revealed improvements for some untrained steps, but not all. Retention probes revealed little difference in frequencies from the last data point in training. Stability and endurance probes revealed marked increases in the frequency of corrects and decreases in the frequency of errors. The results of application probes showed improvements to some degree for experimental participants; however, the control participant also made gains in performance. This makes it difficult to draw conclusions regarding application. The study demonstrates how a PT framework may be useful to those interested in enhancing sports performance training. We discuss limitations and future directions.

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Increasing the sight vocabulary and reading fluency of children requiring reading support: the use of a Precision Teaching approach

Cited by 24 publications

References 19 publications

Dyslexia, Literacy Difficulties and the Self-Perceptions of Children and Young People: a Systematic Review

Dyslexia, Literacy Difficulties and the Self-Perceptions of Children and Young People: a Systematic Review

A Precision Teaching Framework for Improving Mathematical Skills of Students with Intellectual and Developmental Disabilities

Precision Teaching and Tap Dance Instruction

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