Precision Teaching

Precision Teaching is an assessment methodology that helps students and teachers to track progress according to the sensitive measure of fluency. Fluency is essential for mastery and retention.

Fluency-based practices - a key principle of Thinking Reading

 

Precision Teaching

Fluency: Achieving True Mastery in the Learning Process (Binder C, Haughton E, Bateman B 2002): Professional Papers in Special Education. University of Virginia Curry School of Special Education

The intention of this article is to “make what is known about fluency available in plain English to a broader range of special educators and parents.” The authors explain the rationale and methodology for building fluency in basic skills.

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Fluency in Education (Kubina, R M and Morrison R S 2000). Behavior and Social Issues 10, 83 – 99)

A comprehensive discussion of why fluency in education matters and how it can be used in the classroom. 

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The Precision Teaching Book - Introduction to PT chapter (Kubina R M and Yurich K K L 2012)
In the opening chapter of this book, Kubina and Yurich set out the key elements of what makes Precision teaching a valid – and valuable – scientific approach to learning. From a key contention that measuring human behaviour as precisely as possible must be the starting point for any endeavour to radically improve educational outcomes, the authors go on to elaborate on the evidence base for Precision Teaching and its technological contributions to education.

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Breaking the Structuralist Barrier – Literacy and Numeracy with Fluency (Johnson K and Layng T V J 1992): American Psychologist

This article provided the first widely published description of the Morningside Model of Generative Instruction, a research-based teaching approach built on a foundation of fluency development. The power of combining effective, research-evidenced strategies is apparent in the examples discussed. The article is often regarded as a classic in the field.

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Increasing Endurance by Building Fluency: Precision Teaching Attention Span (Binder C, Haughton E and Van Eyk D 1990): Teaching Exceptional Children

A summary of early research with students exploring so-called "attention deficits " and their relationship with a lack of fluency in key skills.

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Precision Teaching: Discoveries and Effects (Lindsley O R 1992): Journal of Applied Behavior Analysis

This article, by the co-founder of Precision Teaching, summarises the underlying principles of fluency building and describes how many fluency-based instructional methods developed.

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Overlearning, Fluency and Automaticity (Dougherty, K M & Johnston, J M 1996): The Behaviour Analyst, 19, 289-292

This summary draws together a large number of studies on fluency, and clarifies concepts and usage of important terms. The reference section provides a very useful bibliography for studying the field. 

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The Instructional Hierarchy: Linking Stages of Learning to Effective Instructional Techniques (Intervention Central undated)

This very brief overview of stages of learning and how they can be linked to different performance goals provides a helpful summary of a critical concept that all teachers need to understand.

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Instructional Hierarchy: Matching Interventions to Student Learning Stage (Haring et al 1978)
A table showing how to match instruction to stages of learning. Essential for all teachers.
 

 

Using Precision Teaching to Increase the Fluency of Word Reading with Problem Readers (Hughes C, Beverley M and Whitehead J 2007): European Journal of Behavior Analysis 8(2) 221-238
This experimental study compared the progress of five ‘problem readers’ assigned to a fluency building intervention for word reading, with other students who received their usual reading instruction. The article begins with a thorough explanation of the theoretical and applied research bases of Precision Teaching and goes on to outline the effectiveness of the treatment with very little cost in terms of time or resources.

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Precision Teaching and Direct Instruction: Measurably superior instructional technology in schools (1990) Binder C and Watkins C L: Performance Improvement Quarterly

Combining two of the most effective, evidence-based approaches has powerful effects on student learning. Teachers who are serious about having an impact would do well to consider the points raised here.

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Fluency-based practices - a key principle of Thinking Reading