Precision Teaching Case Study

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Case Study 'The value of precision teaching lies in identifying a subject area in which the child is failing to progress, followed by a daily session of teaching, fluency building, monitoring and evaluating progress in order to optimise learning . '(Lindsley, 1992).
The context and aims of this Case Study
This Case Study was chosen to evaluate and reflect upon the effectiveness of the Intervention of Precision Teaching in Key Stage 2. The aim of this Case Study is to determine the effectiveness of Precision Teaching as an intervention to improve reading and spelling and how this then transfers to independent class work.
After reflecting upon the Reading and Spelling data across KS2, it became apparent that a number children were continuing
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This child has undertaken assessments by the Learning Support Service and no specific learning difficulty has been identified. Child B, however, struggles with reading and spelling and finds it difficult to retain taught spelling words and strategies. This child has been a persistent absentee during Key Stage 1 and lower Key Stage 2 and this has obviously had an impact on the rate of learning. This child had received interventions for phonics but sigh vocabulary remains a problem. His self esteem is very low and his attitude towards school fluctuates. Precision teaching was implemented in September 2014 as a way of increasing reading fluency and improving spellings of the first 100 high frequency words.
Child C is in Year 4 and is a bright, creative child who is working at Year 4 expectations in all areas except spelling. This child presents with a specific difficulty in spelling and has difficulty with vowel diagraphs, word endings such as -ing, ed/k/ck. A multi-sensory approach to spelling, including Precision Teaching, has been put in place to support an individual spelling programme. This child has only been identified this academic year as having spelling problems. Precision Teaching was implemented in November 2014. This child enjoys school, but dislikes writing
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No data, except for National Curriculum levels had been gathered. Part of this inconsistent approach, I believe, was due to the unstable staffing in the school during the period of the school being in Special Measures and the subsequent year. Therefore records of interventions and support were incomplete. As Sharples et al,. (2011) states in the DFE Publication Literacy and Numeracy Catch Up Strategies (2012) 'Monitoring pupils ' progress is important so that pupils who need it most are identified and receive targeted intervention.

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