The Case for Precision in Teaching Reading

Waugh, Ruth

doi:10.1086/460555

The Elementary School Journal

1969

DOI: 10.1086/460555

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The Case for Precision in Teaching Reading

Ruth Waugh¹

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1974

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Initial investigations into academic survival-skill training, direct instruction, and first-grade achievement.

Hops¹,

Cobb²

1974

Journal of Educational Psychology

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Training in academic survival skills was compared with direct instruction'via curriculum individualization on reading achievement. Teachers in two classrooms were trained in the contingent reinforcement of group survival skills (GSS); one teacher was given specific instructions in the construction and use of a programmed, individualized reading curriculum (DI); and one teacher was given no new instructions. Children in all classrooms were observed and tested before and after intervention. Both GSS and DI approaches resulted in improved reading achievement when compared with the control group, but only the specific survival-skill training increased the proportion of children's survival-skill behaviors. It was concluded that achievement may be increased directly through curriculum improvements or indirectly through increasing behaviors which are prerequisites for academic achievement.

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Initial investigations into academic survival-skill training, direct instruction, and first-grade achievement.

Hops¹,

Cobb²

1974

Journal of Educational Psychology

View full text Add to dashboard Cite

show abstract

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The Case for Precision in Teaching Reading

Cited by 1 publication

References 5 publications

Initial investigations into academic survival-skill training, direct instruction, and first-grade achievement.

Initial investigations into academic survival-skill training, direct instruction, and first-grade achievement.

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