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

Lambe, Danielle, Murphy, Carol and Kelly, Michelle E. (2015) The Impact of a Precision Teaching Intervention on the Reading Fluency of Typically Developing Children. Behavioral Interventions, 30 (4). pp. 364-377. ISSN 1099-078X

Full text not available from this repository.

Abstract

This research investigated the efficacy of precision teaching (PT) on the reading fluency of typically developing children, aged 7–8 years. Seven participants were assigned to a PT intervention group and received 6 weeks of fluency training using Say All Fast a Minute Every Day Shuffled (SAFMEDS) fluency cards (Phase 1) and a Dolch story (Phase 2). Outcomes were measured using multiple baseline design (MBD) data, Standard Celeration Charts, and pre-intervention–post-intervention fluency scores. The MBD data show increased correct responding for PT participants from baseline to the end of each intervention phase. These improvements were maintained at a 3-week post-intervention follow-up. The MBD clearly demonstrated a replication of intervention effects across participants. The study supports prior research in this area showing that PT can lead to large and socially relevant gains in children's reading fluency.

Item Type:	Article
Subjects:	B Philosophy. Psychology. Religion > Psychology H Social Sciences > HQ The family. Marriage. Woman > Children > Child Development
Divisions:	School of Business > Staff Research and Publications
Depositing User:	Caoimhe Ní Mhaicín
Date Deposited:	09 Oct 2017 12:06
Last Modified:	09 Oct 2017 12:06
URI:	https://norma.ncirl.ie/id/eprint/2606

Actions (login required)

View Item