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| Building Fluency at School: Reading, Mathematics, and Beyond |
| Monday, May 31, 2010 |
| 3:30 PM–4:50 PM |
| Texas Ballroom Salon E (Grand Hyatt) |
| Area: EDC |
| Chair: Dennis Rose (University of Auckland) |
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| CANCELLED The Effects of Fluent Performance on the Generalization and Maintenance of Reading Skills and the Maintenance of Spelling Skills |
| Domain: Applied Behavior Analysis |
| DENNIS ROSE (University of Auckland) |
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| Abstract: Three separate studies used a multiple-baseline design to investigate the effects of fluent reading and spelling performance on the maintenance and generalization of those skills. Study One taught six 6-year-old children to read individual letters and letter blends and practice them until their performance was fluent (50/min). Generalization was tested via presentation in alternative fonts and typescripts and followup testing was conducted 10-12 weeks later to assess maintenance. Study two taught five 9-year-old children to read a list of individually determined words and they practiced these until they were reading in excess of 80 words per minute. Generalization and maintenance tests were conducted as for study One. Study three taught a list of individually determined spelling words to the same children. Children were able to spell these words at between 14 and 22 words per minute. There was no generalization test for these children but maintenance was assessed as for the other studies. |
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| CANCELLED The Effects of Reading Racetracks and Other Game-Like Activities on Fluent Decoding Skills |
| Domain: Applied Behavior Analysis |
| DENNIS ROSE (University of Auckland) |
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| Abstract: A series of studies was based on research by Church, Nixon, Williams, and Zintl (2005) who used Reading Racetracks and a snap game to teach children to decode fluently. Church et al. selected participants who had low decoding fluency and poor reading accuracy, but adequate phonemic skills.
The present study used the same screening system but created two groups: those with adequate phonemic skills and those with inadequate phonemic skills when assessed against a criterion. The groups’ programs differed in terms of the words used but were otherwise identical. The program comprised of (1) a beat-the-clock flashcard game, (2) a card snap game, and (3) a beat-the-clock reading racetrack.
The primary measures were a daily probe of decoding fluency and a prose reading test every third day of the program. A multiple baseline across participants design was used to demonstrate the effects of the programs on children’s progress as they improved their fluency when reading target words and generalized their skills to prose reading.
Although there was individual variation, the program was successful in having most children improve their fluent performance and to improve their reading performance on standardized measures. |
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| An Overview of Some Curricular Components and Considerations for Building Basic Math Tool Skill Fluency |
| Domain: Service Delivery |
| GEOFFREY H. MARTIN (Morningside Academy), Kent Johnson (Morningside Academy) |
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| Abstract: A competent and effective academic repertoire comprises skills and performances that are often the target of explicit instruction. A goal of well-designed instruction is to achieve this outcome in an efficient way. An example of the way Morningside Academy addresses this challenge involves an approach that incorporates the development of tool skill and component skill repertoires that can be recruited by the contingencies of more complex repertoires. In addition to the careful consideration of tool skills and component skills, an integral part of this approach includes the identification and analysis of error patterns to inform decisions about intervening in ways that minimize the effects of variables that impede learner progress. This presentation provides an overview of some of the ways these aspects of the Morningside Model of Generative Instruction are applied to building a fluent foundation of basic math tool skills. Curricular examples of relevance to developing or supplementing an academic program are presented and considerations involved in identifying and selecting interventions that influence rate of learner progress will be discussed. |
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| Beyond "I Got It": Moving From Acquisition to Adaptation |
| Domain: Service Delivery |
| DOREEN J. FERKO (California Baptist University), Suzanne Robinson (California State University, Fullerton), Judith Sylva (California State University, San Bernardino) |
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| Abstract: This session will present initial findings from a study examining the use of behavioral objectives to advance students across the learning hierarchy from acquisition to adaptation (Haring, Lovitt, Eaton, & Hansen, 1978). Data collected from behavioral objectives included in IEPs will be presented. Specifically, these data will be examined in light of how behavioral objectives are used to support learners across the learning hierarchy, namely, acquiring new information, fluently using that information, remembering and using that information in novel situations and adapting previously learned skills to novel situations. In addition, presenters will focus on linking stages of the learning hierarchy with effective instructional strategies to promote positive outcomes for students with disabilities. |
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