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


    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:

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