Preteaching versus concurrent teaching of component skills of a subtraction algorithm to skill‐deficient second graders: A components analysis of direct instruction

Abstract

This study examined the effectiveness of a preteaching strategy as a subordinate procedure of Direct Instruction.Skill‐deficient second‐graders were provided with repeated trials on a selected component skill of a subtraction algorithm beforethey worked the entire algorithm and compared with students who, from the beginning of training, received systematic instruction on working the entire algorithm. Statistically significant differences favouring the preteaching strategy group were found on periodic probe measures taken during training but not on a 12‐item post test nor on a ten‐problem maintenance test administered eight days later. Implications for using preteaching as an instructional procedure for inducing efficiency in the use of problem‐solving strategies are discussed.

Additional information

Notes on contributors

Edward J. Kameenui

Edward J. Kameenui, Ph.D., is Associate Professor of Special Education, Purdue University, West Lafayette, Indiana 47907

Douglas W. Carnine

Douglas W. Carnine, Ph.D., is Associate Professor, University of Oregon