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A study tested the effectiveness of precision teaching through a summer pilot project involving four male students between the ages of 6 and 7, all of whom had demonstrated some difficulty with basic reading skills. The 6-week program concentrated on those skills most important to emergent readers, namely, phonic analysis, sight vocabulary and handwriting. More specifically, objectives for this practicum were for the students: (1) to be able to see and say 20 Preprimer Dolch words in one minute; (2) to say and mark the initial consonant sounds of 24 objects; (3) to write the alphabet upper and lower case; and (4) to increase fine motor skill by 50%. Precision teaching is a monitoring system that is used to measure human behavior; it measures learning and skill proficiency. It consists of three elements: direct measure of specific skills; direct measure of skills using time limits; and the use of continuous daily measure of pinpointed skills. A series of four activities were performed with the children, involving alphabet tiles, cards, word and picture matching and other such instruments. Results showed that students A and B made progress in all three pinpointed skills; students C and D made progress but still were in need of remedial help. In summary, it appears that precision teaching is an excellent tool for small group instruction. The students enjoyed the variety of activities available for practice and even liked being timed and charting their progress. (Contains 21 references and 28 appendixes of data and research materials.) (TB)

Descriptors: Elementary Education, Emergent Literacy, Handwriting, Phonics, Precision Teaching, Reading Difficulties, Reading Games, Reading Instruction, Sight Vocabulary, Vocabulary Skills











Autor: Rinder, Susan

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=9490&id=ED379599







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