Overcoming barriers to using precision teaching with a web-based programme.
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| Title: | Overcoming barriers to using precision teaching with a web-based programme. |
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| Authors: | Hayes, Ben, Heather, Andrew, Jones, Daniel, Clarke, Christopher |
| Source: | Educational Psychology in Practice. Jun2018, Vol. 34 Issue 2, p166-174. 9p. |
| Subjects: | Precision teaching, Evidence-based education, Teachers, Automaticity (Learning process), Reading |
| Abstract: | 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. The web-based programme in this research focuses on word-level reading skills and targets blending and segmenting skills rather than whole word reading. This research, undertaken with 10 schools, explored whether a web-based PT programme would provide favourable implementation rates, and support the fidelity of the programme delivery. The study also measured the impact of the PT programme on word decoding and sight word reading using the Test of Word Reading Efficiency. Results suggest favourable implementation rates with 7 of the 10 schools implementing the programme. Full impact data for 34 children suggest 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 two-month follow-up. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | 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. The web-based programme in this research focuses on word-level reading skills and targets blending and segmenting skills rather than whole word reading. This research, undertaken with 10 schools, explored whether a web-based PT programme would provide favourable implementation rates, and support the fidelity of the programme delivery. The study also measured the impact of the PT programme on word decoding and sight word reading using the Test of Word Reading Efficiency. Results suggest favourable implementation rates with 7 of the 10 schools implementing the programme. Full impact data for 34 children suggest 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 two-month follow-up. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 02667363 |
| DOI: | 10.1080/02667363.2018.1433129 |
