|
| Effective Teaching: Using Fluency Based Procedures to Enhance Learning Across a Regular Curriculum |
| Sunday, May 30, 2004 |
| 9:00 AM–9:50 AM |
| Gardner |
| Area: EDC; Domain: Applied Research |
| Chair: Morten Haugland (Otterbein College/Haugland Consulting) |
| Abstract: . |
| |
| Infusing Fluency-based Instruction into the Curriculum: Improving Reading and Math Scores with Elementary Students |
| PAUL MALANGA (University of South Dakota), William J. Sweeney (University of South Dakota) |
| Abstract: This level of student diversity, coupled with increasing expectations placed on teachers vis-à-vis No Child Left Behind, presents a challenge for teachers to arrange effective instructional contingencies for all students. One way to provide effective instruction while meeting each student's unique educational needs is to establish a peer tutoring arrangement to implement and monitor fluency-based instructional procedures. Student-directed learning activities allow students to monitor their progress through a curriculum while working at their own pace as they work toward achieving the instructional goals and objectives(Skinner, 1968). A substantial research base exists supporting the efficacy of infusing fluency (i.e., speed plus accuracy) into the daily curriculum to improve the acquisition, retention and application of skills. The current study measured the effects of daily peer directed fluency based instruction on the acquisition of basic math facts and reading performance with elementary students. Data will be presented on a standard celeration chart showing minute-by-minute improvements in both reading and math performance. Reliability data were collected via permanent product method. Scores were compared and reliability data were computed using a point-to-point method of agreement. |
| |
| Adding a Reading and SAFMEDS Fluency-based Program to a High School Student's On-line Educational Program |
| KRISTINE HAUGLAND (Haugland Consulting), Malin Haugland (Haugland Consulting) |
| Abstract: A 16 year old girl enrolled in a home based on-line school program participated in two components of a Precision Teaching program to enhance learning. The first component was one-minute repeated readings of newspaper articles with a one-minute detail recall session. The second component consisted of two SAFMEDS exercises to learn US. History and Earth Science terms presented in the on-line program. A free-write positive self statements probe was conducted periodically throughout the implementation. Data will be presented on a standard celeration chart. Reliability data were collected using a second observer. Scores were compared and reliability data were computed using a point-to-point method of agreement. |
| |
| Teaching Multiplication Facts to Novice Elementary Students Using Fluency Based Procedures and Self-correction |
| MORTEN HAUGLAND (Haugland Consulting) |
| Abstract: Two classes of third grade students, total of 47 were taught multiplication using a fluency-based procedure which included a self correction component. All multiplication facts up to times 12 were introduced simultaneously treating each fact as equal in difficulty level. Students used manila-folders with write-on transparencies taped inside and dry erase markers to write answers to multiplication facts in 10-second and 1-minute timing intervals. The results from this study showed that all students learned their multiplication facts using this procedure with varied levels of success. The highest performing student reached a fluent level of 105 correct digits per minute while the lowest performing student only reached 30 per minute. Data will be presented on individual standard celeration charts with summary data presented for the two groups. Students self-recorded their data, with one data set collected each day for IOA. One independent observer scored the permanent product each day, comparing the results to that reported by the student. 14% of the data were checked with an IOA of 98%. |
|
| |