Using precision teaching to increase the fluency of word reading with problem readers

Abstract

This study describes the effectiveness of a brief intervention aimed at increasing the rate (frequency) of reading common English words for five pupils who were experiencing problems with reading. The intervention employed frequency-building procedures aimed at increasing the rate at which the children could read words accurately, and precision teaching (PT) to monitor the effectiveness of the intervention. The children in the treatment as usual (TAU) condition received the standard reading support during the same period. All of the pupils’ were tested at pre- and post-intervention on the frequency at which they could read words accurately, and all were given a standardised reading test. Following intervention the outcome measures for fluency were taken: maintenance, endurance, application, and stability. All five of the PT children increased their rate of accurate word reading, and two made significant gains on the standardised tests of reading; however, the TAU children did not improve on any of the measures. The study provides additional evidence supporting the effectiveness of PT and frequency-building procedures, and that successful intervention need not require expensive or time-consuming resources.

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