Direct instruction and Precision teaching of phonemic awareness.

-Direct Instruction (DI) originated by Sigfried Engelman is a research based instructional design and implementation method, widely adopted by behaviour analysts in education. DI has been shown to support greater academic achievement than any mainstream approach to teaching. -Precision Teaching (PT) with its roots in the free-operant laboratories of Experimental Behaviour Analysis is a systematic way of building students’ fluency, evaluating their performance and predicting improvement. -A scenario of direct instruction of “phonemic awareness” in an entry class of immigrant children in Reykjavík will be shown on a video, and graphic examples of students’ developing skills coached with PT. -The bearing of DI/PT with learning channels and decision making will be briefly discussed. References: Binder, C.V., & Watkins, C.L., 1990. Precision Teaching and Direct Instruction: Measurably superior instructional technology in schools. Performance Improvement Quarterly, 3(4), 74-96. Johnson, K.R., & Layng, T.V.J. 1994. The Morningside model of generative instruction. In R.Gardner etc. (eds.), Behavior analysis in education: Focus on measurably superior. Instruction. (pp.173-197). Belmont CA: Brooks-Cole. Ragnarsdóttir, Guðríður Adda, 2000. Fljúgandi færir nemendur. Um Morningside kennslulíkanið, I & II. (Fluent students. The Moriningside teaching model I & II). Morgunblaðið-menntun. January 8. & 22. pp. 30-31, & 35-35. (In Icelandic).