Uppeldi og menntun - 16.02.2007, Qupperneq 94

94
HVERNIG RÆTT IST SPÁ IN?
ABSTRACT
An eight-year-old boy with autism was taught to read by the techniques of Direct
Instruction and Precision Teaching, during two separate time-periods. The instruction
began by thoroughly training to fluency the student’s tool skills in decoding individual
sounds and letters, and blending sounds. The same techniques were applied to
increase his reading speed on three different texts. After a long break his tool-skills
were revised and teaching was continued in training his reading fluency on diverse
texts. The obtained data were recorded and analysed on Standard Celeration Charts.
They demonstrate that after 53 hours of instruction and fluency training in component
tool skills only, the student was able to read coherently a composite text of prose. It
was predicted that by continuing with the same training techniques, he would in one
week double his reading speed of the same text. The data show that the prediction
came through on the original test material and on additional texts that were taught
with the same techniques. They also show the student’s reading skills to generalize to
novel reading material that was never taught. The data show that when the training
was terminated before the set fluency criteria had been reached, the reading speed
decelerated. Finally, the present data show that when the training was pursued to
fluency, the student’s reading speed has retained when asssessed a whole year after
the program ended. These findings are in concordance with published literature.
Guðríður Adda Ragnarsdóttir er
atferlisfræðingur og kennari og
rekur þekkingarþjónustuna
Atferlisgreiningu og kennsluráðgjöf