Precision Teaching for maths: An academic critique (2023)

Posted on 31 August, 2023 by Colin Woodcock

Authors: Nicole Harris and Sarah Wright
Published: 2023
Publication: DECP Debate

This critique briefly summarises the evolution of the Precision Teaching (PT) approach, exploring what PT is, who it can be used with and its theoretical underpinnings. The results of a systematic literature search exploring the question ‘Is Precision Teaching effective at improving maths skills in school aged children and
young people?’ are then discussed. Based on the five publications reviewed, the interventions that involved PT generally showed greater performance gains than the control or comparison group. Given the highly specific conditions of these interventions however, it is not possible to generalise the intervention effects beyond these studies. It must therefore be concluded that based on these five papers, it is not possible to say whether PT is an effective way to support maths skills. The implications for professional practice suggest a need to establish an evidence base, built around formalised and structured evaluations of PT, that use a control or comparison group. It is suggested that more teachers be involved in this process rather than it being the role of academics. This would enable teachers and Educational Psychologists to speak with more certainty of the efficacy of PT at improving maths skills in school aged children and young people.

This is a pre-publication version of the following article:

Harris, N. & Wright, S. (2023) Precision Teaching for maths: An academic critique (2023). DECP Debate, 186, 6-17. DOI: 10.53841/bpsdeb.2023.1.186.6

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Does Reading Aloud to a Dog Improve Children’s Reading Outcomes? An Academic Critique (2023)

Posted on 31 March, 2023 by Colin Woodcock

Authors: Jenny Gu and Sarah Wright
Published: 2023
Publication: DECP Debate

Educators are increasingly seeking innovative interventions to improve children’s reading skills through enhancing their reading enjoyment, motivation, and frequency. One such approach is through canine-assisted reading interventions in schools, which involve children reading aloud to therapy dogs and their handlers. The popularity of this approach is growing, with the development and delivery of numerous programmes and organisations worldwide. Given increasing interest in canine-assisted reading programmes in schools, there is a need to subject these interventions to scientific scrutiny, to evaluate the extent to which they are grounded in psychological theory, determine their efficacy for improving reading outcomes, and inform their implementation. In this critique, an overview of the theoretical underpinnings of reading aloud to dogs is first presented. Intervention effects are explained in terms of attachment theory, attentional control theory, and self-determination theory. The current critique also includes the first systematic review examining the effects of school-based canine-assisted interventions, compared to control conditions, on children’s reading outcomes. Findings from nine controlled studies are discussed. Currently, there is mixed and limited evidence for the efficacy of school-based canine-assisted reading interventions, compared to control conditions, on children’s reading skills, attainment, and attitude. Implications for practice and intervention implementation are considered.

This is a pre-publication version of the following article:

Gu, J. & Wright, S. (2023) Does Reading Aloud to a Dog Improve Children’s Reading Outcomes? An Academic Critique DECP Debate, 185, 22-41. DOI: 10.53841/bpsdeb.2023.1.185.22

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