The Impact of a Precision Teaching Intervention on the Reading Fluency of Typically Developing Children

Lambe, Danielle; Murphy, Carol; Kelly, Michelle E.

doi:10.1002/bin.1418

Cited by 18 publications

(18 citation statements)

References 14 publications

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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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Section: Precision Teaching Researchmentioning

confidence: 99%

Precision Teaching and Tap Dance Instruction

Pallares

Newsome²,

Ghezzi

2020

Behav Analysis Practice

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“…Research into PT has invariably taken whole word reading or sight word recognition as the unit of analysis, looking at progress in whole word reading changes over time. (Sharpley & Rowland, 1986, Downer, 2007, Lambe, Murphy & Kelly 2015, Griffin & Murtagh, 2015.…”

Section: Precision Teaching For the Word Level Literacy Skills Of Blementioning

confidence: 99%

Overcoming barriers to using precision teaching with a web-based programme

Hayes

Heather

Jones

et al. 2018

Educational Psychology in Practice

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Precision Teaching (PT) is an evidence based intervention which research indicates is frequently not implemented following training, with few teachers using it in schools after training events. This research, undertaken with 10 schools, explored whether a web-based programme would provide favourable implementation rates and support the fidelity of the programme delivery. The PT programme focuses on word level reading skills and targets blending and segmenting skills rather than whole word reading. The study also measured the impact of the programme on word decoding and sight word reading using the Test of Word Reading Efficiency (Torgesen, Wagner & Rashotte, 2012). Results show favourable implementation rates with 7 of the 10 schools implementing the programme. Full impact data for 34 children show that the programme has a positive impact on decoding (effect size 0.7) and sight word reading skills (effect size 0.6). A timed assessment provides evidence that fluency improved as well as accuracy. Gains were sustained at 2 month follow up.

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“…In contrast, none of the participants in the control group showed improvement on standardized tests for reading. Similarly, Lambe, Murphy, and Kelly (2015) employed a PT intervention targeting sight-word reading to improve reading fluency. The accuracy and frequency of targeted skills improved for all participants as a result of the intervention, providing further support for the effectiveness of PT for improving reading skills.…”

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confidence: 99%

From Private Practice to Public Service: A Preliminary Investigation of the Fit LiteTM Model With At-Risk Students

Sawyer¹,

Newsome²,

Newsome³

2020

Behav Analysis Practice

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Like many Title 1 schools in the United States, the host site for this study in rural South Carolina represents a widespread literacy crisis in our public education system. In this particular school, only 20% of 3rd graders demonstrated proficient reading skills. Although extremely effective precision teaching-based literacy intervention programs have been developed in the private sector, such as the Fit Learning™ model, the extensive time and related costs of training classroom teachers in those methods prohibit struggling schools on tight budgets. As such, the current study sought to develop and test the feasibility of a truncated version of the Fit Learning™ model, dubbed Fit Lite™. Fourteen students identified by the school as "high risk" for literacy struggles were instructed in the Fit Lite™ model in their after-school program. With expert oversight and only 1 week of training, a group of 4 implementers with no prior experience using precision teaching or implementing Fit Lite™ produced promising reading improvements. Over the course of approximately 12 weeks, the 14 students improved by an average of 16 percentile points against the national average on standardized progress-monitoring tools. Details of the Fit Lite™ model, results achieved in this study, and considerations for future replications are described. Keywords at risk . early literacy . precision teaching . Read to SucceedA literacy crisis persists in the United States, with nearly two thirds of fourth and eighth graders nationwide unable to read proficiently and only one in five Black students is a proficient reader (U.S. Department of Education, National Center for Education Statistics, 2019). More than 30 states have passed third-grade reading laws incorporating prevention, intervention, and retention strategies over the past 12 years (National Center for Learning Disabilities, 2019). These laws have been implemented in an attempt to disrupt the premature transition from learning to read to reading to learn that often occurs when students advance from third to fourth grade. In

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The Impact of a Precision Teaching Intervention on the Reading Fluency of Typically Developing Children

Cited by 18 publications

References 14 publications

Precision Teaching and Tap Dance Instruction

Precision Teaching and Tap Dance Instruction

Overcoming barriers to using precision teaching with a web-based programme

From Private Practice to Public Service: A Preliminary Investigation of the Fit LiteTM Model With At-Risk Students

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