Increasing Endurance by Building Fluency: Precision Teaching Attention Span

Binder, Carl; Haughton, E.; Eyk, Denise Van

doi:10.1177/004005999002200305

Cited by 69 publications

(55 citation statements)

References 4 publications

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“…Those benefits that were reported included (a) greater maintenance of skills (Binder, 1996;Ivarie, 1986), (b) continuous or prolonged task performance without the need for prosthetic reinforcement (i.e. , reinforcement operations employing consequences that are not natural outcomes of behavior) (Binder, 1996;Binder, Haughton, & Van Eyk, 1990;McDowell & Keenan, 2001), (c) accurate and fast rates of performance in the face of distraction (Binder, 1979(Binder, , in 1996, (d) application and generalization of skills to novel stimuli (Binder & Bloom, 1989;Johnson & Layng, 1992), and (e) combinations of component skills that result in new, more complex skills (Haughton & Kovacs, 1977, in Binder, 1996Van Houten , 1980).…”

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confidence: 99%

A Long-Term Analysis of the Relationship Between Fluency and the Training and Maintenance of Complex Math Skills

Singer-Dudek

Greer

2005

Psychol Rec

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In 2 experiments, each involving different mathematical operations, we compared 2 training procedures for teaching component math skills in terms of their effects on the learning and long-term maintenance of composite skills. The dependent variables were learn units to composite task mastery and performance on the composite task 2 months later. The independent variables were instruction in math facts under (a) fluency and (b) mastery conditions . The experiments used a simultaneous treatment design in which the students were selected for participation according to prerequisite skills and instructional histories and randomly assigned to receive 1 of the 2 training procedures. Four adolescents with developmental disabilities participated in each experiment. Instructional presentations were controlled by yoked learn units during component skill instruction . Results showed that fluency instruction did not result in fewer learn units to criterion on the composite task. However, 2 months later, the fluent students performed between 83% and 100% correct on the composite task, while the mastery students performed between 17% and 83% correct. The data are discussed in terms of fluency theory and educational practice.According to behavioral fluency theorists, responses that are mastered at fast rates will result in several outcomes or benefits (Binder, 1996;Johnson & Layng, 1994, 1996. Other theorists also have a theoretical and research literature concerned with fast and accurate performance of skills, and they refer to performance of skills without "conscious attention" as automaticity

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confidence: 99%

A Long-Term Analysis of the Relationship Between Fluency and the Training and Maintenance of Complex Math Skills

Singer-Dudek

Greer

2005

Psychol Rec

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“…In the other hand, errors increase as the duration is extended in a non-fluent performance. Moreover, as the fluency increases in the exhibition of a behaviour, endurance to the maintainability of the behaviour also increases (Binder et al, 1990;McDowell & Keenan, 2001). Especially the students who are in the bottom part of the reading achievement may become tired when they want to read a long text (Hiebert, 2014).…”

Section: Discussionmentioning

confidence: 99%

“…This also shows that one-minute measures which are often used in fluent reading measures cannot be sufficient alone for identifying the quality of readers (Deeney, 2010). Indeed, Binder, Haughton and Van Eyk (1990) point to the fact that most teachers use short measures like one-minute measures to assess students' academic or non-academic performances but these fall insufficient in making decisions for students. In this sense, it is possible to argue that word correct per minute (WCPM) studies which are conducted for fluent reading assessment have limitations.…”

Section: Introductionmentioning

confidence: 98%

“…Teachers need to gravitate towards ensuring fluency and endurance primarily in student behaviours (Binder, Haughton & Van Eyk, 1990). Despite being a critical concept in education in general, in the development of reading skill in particular, endurance has also been a neglected concept (BargerAnderson, 2002;Deeney, 2010;Hiebert, 2014;Johnson, Freedman & Thomas, 2007).…”

Section: Introductionmentioning

confidence: 99%

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How do fluent and poor readers’ endurance differ in reading?

Baştuğ¹

2017

CJES

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It was observed in this research how endurance status of fluent readers and poor readers changed as the text became longer. 40 students of the primary school 4th-grade, 20 were fluent readers and other 20 were poor readers, participated in the research. A narrative text was utilised in the data collection process. Students' oral readings were recorded with a voice recorder, and their cores of reading rates and reading accuracy percentages were obtained by listening to the readings. The scores were analysed with the Friedman and Nemenyi tests. At the end of the analysis, it was seen that fluent readers' reading rates did not differ significantly from the beginning to end of the text, whereas poor readers' reading rates differed in favour of the first parts of the text. Accordingly, the fluent readers read the text at the same rate all the way, while the poor readers' reading rates significantly dropped from the beginning towards the end of the text. Furthermore, fluent readers' reading accuracy percentages differed significantly from the beginning towards the end of the text in favour of the last parts, while poor readers' reading accuracy percentages differed in favour of the first parts. As per the findings, fluent readers' reading accuracy percentages gradually increased, whereas poor readers' percentages gradually dropped. In other words, as the reading time and volume increased, poor readers' reading errors were also increased. These results were discussed in the light of the literature.

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“…According to Binder (1996), research regarding the use of Precision Teaching and fluency-building methods is limited and support in the literature is scarce. He believes this is due to three major reasons: first, most teachers involved with Precision Teaching are practitioners whose main objective is to improve student leaming and not to pwsue publication; second, Precision Teaching discoveries are o c c~g and progressing so rapidly that teachers are unwilling to report data which could becorne out-ofdate by the time of publication; and, third, those who had published 6ndings experienced discouragement at the educational community's lack of interest in their work, As Binder cornmented, Thus, Precision Teaching and its discoveries have remaïned more an oral than a written tradition in the field of behavior analysis, based on the personal exchange of charted data Born many thousauds of shglesubject classroom interventions and on charts presented at professionai…”

Section: General Researchmentioning

confidence: 99%

The effects of a precision teaching/direct instruction reading program on the reading achievement of elementary school students.

Rothenbusch¹

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Increasing Endurance by Building Fluency: Precision Teaching Attention Span

Cited by 69 publications

References 4 publications

A Long-Term Analysis of the Relationship Between Fluency and the Training and Maintenance of Complex Math Skills

A Long-Term Analysis of the Relationship Between Fluency and the Training and Maintenance of Complex Math Skills

How do fluent and poor readers’ endurance differ in reading?

The effects of a precision teaching/direct instruction reading program on the reading achievement of elementary school students.

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