Lambe, Danielle and 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 1072-0847

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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
Keywords:	Precision Teaching Intervention; Reading Fluency; Typically Developing Children;
Academic Unit:	Faculty of Science and Engineering > Psychology
Item ID:	10609
Identification Number:	https://doi.org/10.1002/bin.1418
Depositing User:	Dr. Carol Murphy
Date Deposited:	05 Mar 2019 17:06
Journal or Publication Title:	Behavioral Interventions
Publisher:	Wiley
Refereed:	Yes
URI:	https://onlinelibrary.wiley.com
Use Licence:	This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available here

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