Tímarit um menntarannsóknir - 01.01.2009, Side 49

Tímarit um menntarannsóknir - 01.01.2009, Side 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
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