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ERIC Number: EJ1191131
Record Type: Journal
Publication Date: 2018
Pages: 13
Abstractor: As Provided
ISSN: ISSN-0034-0510
The Effect of Talk Aloud Problem Solving and Frequency Building to a Performance Criterion with a Student At-Risk for Reading Disabilities: A Case Study
Dembek, Ginny A.; Kubina, Richard M., Jr.
Reading Improvement, v55 n3 p93-105 Fall 2018
Learners at-risk for disabilities in the classroom often require explicit instruction and practice to master skills. Problem solving involves skills that students encounter in every subject area during the school day. The development of problem solving interventions such as Talk Aloud Problem Solving (TAPS) came from a need to help students with troublesome behaviors when solving problems and to increase feedback from experts. The present case study suggests that TAPS combined with frequency building to a performance criterion (FBPC) helped a fourth grade student at risk for reading disabilities acquire problem solving skills related to reading. The TAPS/FBPC included two stages in a combined intervention package, TAPS and FBPC. The student acquired the strategy through scripted lessons in the first stage, TAPS, followed by practice talking aloud with feedback in the second stage, FBPC, until he reached a fluency aim. The significance of the results and potential for future studies are discussed.
Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 4
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A