A Resource Manual for the Development and Evaluation of Special Programs for Exceptional Students. Volume V-D [electronic resource] : Techniques of Precision Teaching. Part 1: Training Manual, Part 2: Math Basic Skills Curriculum, Part 3: Reading Basic Skills Curriculum / Linda G. Diviaio and Marilyn P. Hefferan.
This document contains a training manual and reading and math basic skills curricula for use in specific learning disability programs and/or with educably mentally handicapped and emotionally handicapped students. The training manual is intended to help special education teachers understand and use...
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Online Access |
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| Main Authors: | , |
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| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1983.
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| Subjects: |
MARC
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| 100 | 1 | |a Diviaio, Linda G. | |
| 245 | 1 | 2 | |a A Resource Manual for the Development and Evaluation of Special Programs for Exceptional Students. Volume V-D |h [electronic resource] : |b Techniques of Precision Teaching. Part 1: Training Manual, Part 2: Math Basic Skills Curriculum, Part 3: Reading Basic Skills Curriculum / |c Linda G. Diviaio and Marilyn P. Hefferan. |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1983. | ||
| 300 | |a 1083 p. | ||
| 500 | |a Sponsoring Agency: Florida State Dept. of Education, Tallahassee. Bureau of Education for Exceptional Students. |5 ericd. | ||
| 500 | |a ERIC Note: For related documents, see ED 235 643, ED 235 652, and EC 162 404-419. |5 ericd. | ||
| 500 | |a Educational level discussed: Elementary Secondary Education. | ||
| 520 | |a This document contains a training manual and reading and math basic skills curricula for use in specific learning disability programs and/or with educably mentally handicapped and emotionally handicapped students. The training manual is intended to help special education teachers understand and use precision teaching. A brief history of the approach is followed by an examination of its three main parts: direct measurement, continuous daily measurement, and use of rate or frequency as a unit. Five steps in precision teaching are then discussed: pinpointing, counting and recording, setting aims, charting, and decisionmaking. Additional topics addressed include skill building techniques for students in various learning stages, celeration (a method of determining the trend in the student's learning), steps for effective decisionmaking, and classroom management. Ways in which precision teaching can be introduced to students are also considered. The curriculum units are organized into strands of academic skills within the content areas. The math strands include numeration, addition, subtraction, multiplication, division, decimals, word problems, fractions, and measurement; the reading strands include reading readiness, phonetic analysis, structural analysis, vocabulary development, comprehension, and study skills. The curricula are written in precision teaching terminology and the skills within each strand are presented in sequential order, with mastery skills listed first and component skills following. Specific practice sheets are included to measure most skills and are organized by strand from least to most difficult. (CL) | ||
| 521 | 8 | |a Teachers. |b ericd. | |
| 521 | 8 | |a Practitioners. |b ericd. | |
| 583 | 1 | |a committed to retain |c 20160101 |d 20410101 |5 CoU |f Alliance Shared Trust |u https://www.coalliance.org/shared-print-archiving-policies. | |
| 650 | 0 | 7 | |a Addition. |2 ericd. |
| 650 | 1 | 7 | |a Basic Skills. |2 ericd. |
| 650 | 0 | 7 | |a Classroom Techniques. |2 ericd. |
| 650 | 0 | 7 | |a Curriculum Guides. |2 ericd. |
| 650 | 0 | 7 | |a Division. |2 ericd. |
| 650 | 0 | 7 | |a Elementary Secondary Education. |2 ericd. |
| 650 | 0 | 7 | |a Fractions. |2 ericd. |
| 650 | 1 | 7 | |a Learning Disabilities. |2 ericd. |
| 650 | 1 | 7 | |a Mathematics Skills. |2 ericd. |
| 650 | 1 | 7 | |a Measurement Techniques. |2 ericd. |
| 650 | 0 | 7 | |a Mental Disorders. |2 ericd. |
| 650 | 0 | 7 | |a Mild Mental Retardation. |2 ericd. |
| 650 | 0 | 7 | |a Multiplication. |2 ericd. |
| 650 | 0 | 7 | |a Phonetic Analysis. |2 ericd. |
| 650 | 1 | 7 | |a Precision Teaching. |2 ericd. |
| 650 | 0 | 7 | |a Reading Comprehension. |2 ericd. |
| 650 | 0 | 7 | |a Reading Readiness. |2 ericd. |
| 650 | 1 | 7 | |a Reading Skills. |2 ericd. |
| 650 | 0 | 7 | |a Structural Analysis (Linguistics) |2 ericd. |
| 650 | 0 | 7 | |a Study Skills. |2 ericd. |
| 650 | 0 | 7 | |a Subtraction. |2 ericd. |
| 650 | 0 | 7 | |a Vocabulary Development. |2 ericd. |
| 700 | 1 | |a Hefferan, Marilyn P., |e author. | |
| 710 | 2 | |a Orange County Public Schools, Orlando, FL. | |
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