Tímarit um menntarannsóknir - 01.01.2009, Blaðsíða 49

47
Tímarit um menntarannsóknir, 6. árgangur 2009
Jacobson, J. W., Mulick, J. A. og Green, G.
(1998). Cost-benefit estimates for early
intensive behavioral intervention for
young children with autism. Behavioral
Interventions, 13, 201 – 226.
Johnson, K. R. og Layng, T. V. J. (1992).
Breaking the structuralist barrier: Literacy
og numeracy with fluency. American
Psychologist, 47, 1475 – 1490.
Johnson, K. R. og Layng, T. V. J. (1994).
vThe Morningside model of generative
instruction. Í R. Gardner o.fl. (ritstjórar),
Behavior analysis in education: Focus
on measureably superior instruction (bls.
173 – 197). Belmont CA: Brooks–Cole.
Johnson, K. R. og Layng, T. V. J. (1996).
On terms and procedures: Fluency. The
Behavior Analyst, 19(2), 281 – 288.
Johnson, K. R. og Street, E. M. (2004).
The Morningside model of Generative
Instruction. What it means to leave
no child behind. Cambridge, MA:
Cambridge Center for Behavioral Studies.
Johnston, J. M. og Pennypacker, H. S. (1993).
Strategies and tactics of behavioral
research. NJ: Lawerence.
Journal of Precision Teaching and Celeration
1980 – 2008. Öll hefti.
Kuhn, Th. S. (1970). The Structurre of
Scientific Revolutions. Chicago:
University of Chicago Press.
Layng, T. V. J., Twyman, J. S. og Stikeleather,
G. (2004). Engineering discovery
learning: The contingency adduction of
some precursors of textual responding
in a beginning reading program. The
Analysis of Verbal Behavior, 20, 99 – 109.
Lindsley, O. R. (1964). Direct measurement
and prosthesis of retarded behavior.
Journal of Education, 147, 62 – 81.
Lindsley, O. R. (1972). From Skinner to
Precision Teaching: The child knows
best. Í J. B. Jordan og L. S. Robbins
(ritstjórar), Let‘s try do something
else kind of thing: The application of
behavioral principles in exceptional child
education (bls. 1 – 11). Arlington, VA:
Council for Exceptional Children.
Lindsley, O. R. (1992). Why aren’t effective
teaching tools widely adopted? Journal of
Applied Behavior Analysis, 25, 21 – 26.
Lundberg, I. (1994). Reading difficulties
can be predicted and prevented: A
Scandinavian perspective on phonological
awareness and reading. Í C. Hulme
og M. Snowling (ritstjórar), Reading
development and dyslexia (bls. 180 –
199). London: Whurr.
Maloney, M. (1982). Teaching the daily
standard behavior chart. A Direct
Instruction approximation. Journal of
Precision Teaching, 2, 11 – 30.
Maloney, M. (1998). Teach your children
well. Cambridge, M.A: Cambridge Center
for Behavioral Studies.
Maloney, M., Brearley, L. og Preece, J.
(2001). Teach your children to read well.
Level 1B: Grades K – 2. Instructor’s
manual. Ontario: Teach your children
well press.
Markle, S. (1990). Designs for instructional
designers. Champaign, IL: Stipes.
McDowell, C. og Keenan, M. (2001).
Cumulative disfluency: Still evident in
our classrooms despite what we know.
Journal of Precision Teaching and
Celeration, 17(2), 1 – 6.
Nemanda með dyslexíu kennt að lesa með beinum fyrirmælum og hnitmiðaðri færniþjálfun