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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.
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]
Copyright of Educational Psychology in Practice is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Overcoming barriers to using precision teaching with a web-based programme.
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  Data: <searchLink fieldCode="AR" term="%22Hayes%2C+Ben%22">Hayes, Ben</searchLink><br /><searchLink fieldCode="AR" term="%22Heather%2C+Andrew%22">Heather, Andrew</searchLink><br /><searchLink fieldCode="AR" term="%22Jones%2C+Daniel%22">Jones, Daniel</searchLink><br /><searchLink fieldCode="AR" term="%22Clarke%2C+Christopher%22">Clarke, Christopher</searchLink>
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  Data: <searchLink fieldCode="JN" term="%22Educational+Psychology+in+Practice%22">Educational Psychology in Practice</searchLink>. Jun2018, Vol. 34 Issue 2, p166-174. 9p.
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  Data: <searchLink fieldCode="DE" term="%22Precision+teaching%22">Precision teaching</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence-based+education%22">Evidence-based education</searchLink><br /><searchLink fieldCode="DE" term="%22Teachers%22">Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Automaticity+%28Learning+process%29%22">Automaticity (Learning process)</searchLink><br /><searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink>
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  Data: 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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  Data: <i>Copyright of Educational Psychology in Practice is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/02667363.2018.1433129
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              Text: Jun2018
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