Hostname: page-component-cd9895bd7-jkksz Total loading time: 0 Render date: 2024-12-29T02:54:23.123Z Has data issue: false hasContentIssue false
  • English
  • Français

The Concept of Precision Teaching

Published online by Cambridge University Press:  26 February 2016

Margaret Goninan
Get access Rights & Permissions [Opens in a new window]

Extract

When examining the literature for Special Education instructional techniques, one inevitably encounters references to Precision Teaching. Ms Goninan attempts to define the concept and illustrate its applicability to the teaching of reading. While the classroom teacher would need more information on the operation of the strategy than provided in this paper, the major components of the technique are discussed and some important research conclusions regarding the teaching of reading, particularly reading comprehension, are reported.

Type
Research Article
Information
Australasian Journal of Special Education , Volume 1 , Issue 1 , May 1976 , pp. 17 - 21
Copyright
Copyright © The Australian Association of Special Education 1977

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Ammon, R. (1975) Generating expectancies to enhance comprehension, ‘The Reading Teacher’, 29(3) 245–249.Google Scholar
Bamman, H. and Whitehead, R. (1966), ‘New Reading Skill Builder’: Readers Digest Services Inc., U.S.A.Google Scholar
Barrett, T.C. (1968), Taxonomy of Cognitive and effective Dimensions of Reading Comprehension, Cited in Clymer, T. What is reading?: Some Current Concepts, In ‘NSSE Education Yearbook’, 7–29.Google Scholar
Bracey, S.A. (1975) The Precision Teaching Model: A critical appraisal. Unpublished paper, Macquarie University.Google Scholar
Bracey, S.A. and Goninan, M. (1976), The Macquarie University Special Education Centre Word Attack Skills Screening test; Unpublished Macquarie University.Google Scholar
Clymer, T. (1968) What is Reading?: Some Current Concepts. In ‘NSSE Education Yearbook’, 7–29.Google Scholar
Doren, M. (1973) ‘Doren Diagnostic Reading Test of Word Recognition Skills’, AGS: Minnesota.Google Scholar
Fickel, R.R. et.al. (Eds.) (1973) ‘Behavioural Characteristics Progression’, Santa Cruz County Educational Materials Centre.Google Scholar
Gassholt, M. (1970), Precision techniques in the management of teacher and child behaviours; ‘Exceptional Children’, (37) 129–135.Google Scholar
Guthrie, J.T., Siefert, M., Burnham, N.A., Caplan, R.I. (1974), The maze technique to assess, monitor reading comprehension: ‘The Reading Teacher’, 28(1), 161–168.Google Scholar
Hansen, C.L. and Lovitt, T.C. (1976), The relationship between question type and mode of reading on the ability to comprehend; ‘Journal of Special Education’, 10(1), 53–60.Google Scholar
Johnson, F.C. et.al. (1966), ‘Endeavour Reading Programme,’ Jacaranda Press, Australia.Google Scholar
Kunzelmann, H.P. (1970), ‘Precision Teaching: An Initial Teaching Sequence’, Seattle, Special Child Publications.Google Scholar
Liddle, W. (1970), ‘Reading for Concepts’, McFraw-Hill, St. Louis.Google Scholar
Los Angeles Unified School District (1973), ‘Developmental Sequences in Reading: A non-graded programme for ages one-ten years.’Google Scholar
Lovitt, T.C. and Hurlburt, M., (1974), Using Behaviour-Analysis Techiques to Assess the Relationship Between Phonics Instruction and Oral Reading; ‘The Journal of Special Education’, (8) 70–71.CrossRefGoogle Scholar
Maggs, A. (1973), Precision teaching: A behavioural model for cognitive development; ‘Australian Journal of Mental Retardation’, (2) 180–184.Google Scholar
N.S.W. Department of Education (1974), ‘Curriculum for Primary Schools: Reading and Literature’.Google Scholar