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Contrasting the Effects of TAGteachT...

Carter, Nicolette V.

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Contrasting the Effects of TAGteachTM and Precision Teaching on the Level and Trend of Sight-Word Articulation and Reading Fluency of At-Risk First Graders.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Contrasting the Effects of TAGteachTM and Precision Teaching on the Level and Trend of Sight-Word Articulation and Reading Fluency of At-Risk First Graders./
Author:	Carter, Nicolette V.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	185 p.
Notes:	Source: Dissertations Abstracts International, Volume: 78-09, Section: A.
Contained By:	Dissertations Abstracts International78-09A.
Subject:	Instructional Design. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10255746
ISBN:	9781369570809

Contrasting the Effects of TAGteachTM and Precision Teaching on the Level and Trend of Sight-Word Articulation and Reading Fluency of At-Risk First Graders.
Carter, Nicolette V.

Contrasting the Effects of TAGteachTM and Precision Teaching on the Level and Trend of Sight-Word Articulation and Reading Fluency of At-Risk First Graders. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 185 p.

Source: Dissertations Abstracts International, Volume: 78-09, Section: A.

Thesis (Ed.D.)--Northcentral University, 2017.

This item must not be added to any third party search indexes.

Learners who struggle with reading must achieve a growth rate in reading skills that is higher than their typically developing peers, making it imperative that researchers identify instructional remediation methods that are efficient as well as effective. This research was conducted using a single-case experimental design, in a concurrent multiple-baseline across participants' study of sight-word reading skills. This quantitative research evaluated the effects of an instructional method of teaching with acoustical guidance, known by the trademark name TAGteach. This study also used a Precision Teaching framework. The combination of these instructional technologies was expected to raise the reading performance level and the rate of reading improvement for at-risk first graders. The frequency data of the at-risk first-grade learners was analyzed using the Standard Celeration Chart, which displayed the acceleration, deceleration, bounce, and level to contrast an individual's baseline performance with their actual performance during the treatment period. The results suggested that TAGteach could be an effective tool for increasing the rate of acquisition of new words, but that more time in treatment would be needed to see the effect on passage reading fluency. The analysis of the learners' measurements supported the explicit reinforcement approach of TAGteach, which effectively and efficiently impacted the reading skills of young children at risk for reading failure. The results indicate that there is a need for further research on the impact of TAGteach on sight words and other reading targets.

ISBN: 9781369570809Subjects--Topical Terms:

3432465
Instructional Design.

Contrasting the Effects of TAGteachTM and Precision Teaching on the Level and Trend of Sight-Word Articulation and Reading Fluency of At-Risk First Graders.
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245 1 0 $a Contrasting the Effects of TAGteachTM and Precision Teaching on the Level and Trend of Sight-Word Articulation and Reading Fluency of At-Risk First Graders.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 185 p.
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500 $a Publisher info.: Dissertation/Thesis.
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502 $a Thesis (Ed.D.)--Northcentral University, 2017.
506 $a This item must not be added to any third party search indexes.
506 $a This item must not be sold to any third party vendors.
520 $a Learners who struggle with reading must achieve a growth rate in reading skills that is higher than their typically developing peers, making it imperative that researchers identify instructional remediation methods that are efficient as well as effective. This research was conducted using a single-case experimental design, in a concurrent multiple-baseline across participants' study of sight-word reading skills. This quantitative research evaluated the effects of an instructional method of teaching with acoustical guidance, known by the trademark name TAGteach. This study also used a Precision Teaching framework. The combination of these instructional technologies was expected to raise the reading performance level and the rate of reading improvement for at-risk first graders. The frequency data of the at-risk first-grade learners was analyzed using the Standard Celeration Chart, which displayed the acceleration, deceleration, bounce, and level to contrast an individual's baseline performance with their actual performance during the treatment period. The results suggested that TAGteach could be an effective tool for increasing the rate of acquisition of new words, but that more time in treatment would be needed to see the effect on passage reading fluency. The analysis of the learners' measurements supported the explicit reinforcement approach of TAGteach, which effectively and efficiently impacted the reading skills of young children at risk for reading failure. The results indicate that there is a need for further research on the impact of TAGteach on sight words and other reading targets.
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