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Analysis of Behavior in Reading Instruction.

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Bibliographic Details
Title: Analysis of Behavior in Reading Instruction.
Authors: Holland, James G., Pittsburgh Univ., PA. Learning Research and Development Center.
Peer Reviewed: N
Page Count: 43
Publication Date: 1976
Sponsoring Agency: National Inst. of Education (DHEW), Washington, DC.
Document Type: Speeches/Meeting Papers
Descriptors: Beginning Reading, Behavior Chaining, Behavioral Science Research, Conference Reports, Contingency Management, Instructional Design, Primary Education, Reading Instruction, Reading Research, Student Behavior, Teacher Behavior, Teaching Methods
Abstract: The use of the behavioral science principle of contingency in several approaches to teaching beginning reading is discussed in this paper. The failure to provide a contingent relationship between the given reading skill and student success in demonstrating the skill can lead to repeated apparent successes without the student actually manifesting the skill. Frequently, errorless progressions (shaping behavior) are used to establish heavily cued or prompted behavioral manifestations different from the desired terminal behavior; the cues are then gradually faded. Alternatively, a progression in complexity along the targeted behavior can be designed. Approaches to beginning reading differ principally in the nature of the progression used. The examples that are given indicate that progression in the target behavior is usually the most effective approach. Hence, basic research on errorless learning provides a framework for an informed judgment on the relative merits of different approaches to beginning reading. (Discussion that followed the presentation of the paper is included.) (Author/RL)
Entry Date: 19780101
Accession Number: ED155625
Database: ERIC
FullText Text:
  Availability: 0
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  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED155625
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    Text: Full Text from ERIC
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PubType: Conference
PubTypeId: conference
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Analysis of Behavior in Reading Instruction.
– Name: Author
  Label: Authors
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  Data: <searchLink fieldCode="AR" term="%22Holland%2C+James+G%2E%22">Holland, James G.</searchLink><br /><searchLink fieldCode="AR" term="%22Pittsburgh+Univ%2E%2C+PA%2E+Learning+Research+and+Development+Center%2E%22">Pittsburgh Univ., PA. Learning Research and Development Center.</searchLink>
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 43
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1976
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: National Inst. of Education (DHEW), Washington, DC.
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Speeches/Meeting Papers
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Beginning+Reading%22">Beginning Reading</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior+Chaining%22">Behavior Chaining</searchLink><br /><searchLink fieldCode="DE" term="%22Behavioral+Science+Research%22">Behavioral Science Research</searchLink><br /><searchLink fieldCode="DE" term="%22Conference+Reports%22">Conference Reports</searchLink><br /><searchLink fieldCode="DE" term="%22Contingency+Management%22">Contingency Management</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Design%22">Instructional Design</searchLink><br /><searchLink fieldCode="DE" term="%22Primary+Education%22">Primary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Research%22">Reading Research</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Behavior%22">Teacher Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: The use of the behavioral science principle of contingency in several approaches to teaching beginning reading is discussed in this paper. The failure to provide a contingent relationship between the given reading skill and student success in demonstrating the skill can lead to repeated apparent successes without the student actually manifesting the skill. Frequently, errorless progressions (shaping behavior) are used to establish heavily cued or prompted behavioral manifestations different from the desired terminal behavior; the cues are then gradually faded. Alternatively, a progression in complexity along the targeted behavior can be designed. Approaches to beginning reading differ principally in the nature of the progression used. The examples that are given indicate that progression in the target behavior is usually the most effective approach. Hence, basic research on errorless learning provides a framework for an informed judgment on the relative merits of different approaches to beginning reading. (Discussion that followed the presentation of the paper is included.) (Author/RL)
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 19780101
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED155625
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED155625
RecordInfo BibRecord:
  BibEntity:
    PhysicalDescription:
      Pagination:
        PageCount: 43
    Subjects:
      – SubjectFull: Beginning Reading
        Type: general
      – SubjectFull: Behavior Chaining
        Type: general
      – SubjectFull: Behavioral Science Research
        Type: general
      – SubjectFull: Conference Reports
        Type: general
      – SubjectFull: Contingency Management
        Type: general
      – SubjectFull: Instructional Design
        Type: general
      – SubjectFull: Primary Education
        Type: general
      – SubjectFull: Reading Instruction
        Type: general
      – SubjectFull: Reading Research
        Type: general
      – SubjectFull: Student Behavior
        Type: general
      – SubjectFull: Teacher Behavior
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
    Titles:
      – TitleFull: Analysis of Behavior in Reading Instruction.
        Type: main
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      – PersonEntity:
          Name:
            NameFull: Pittsburgh Univ., PA. Learning Research and Development Center.
      – PersonEntity:
          Name:
            NameFull: Holland, James G.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 04
              Type: published
              Y: 1976
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