Behaviorism frames reading fluency instruction as sub-skill training with response and feedback¶

Theory · All theories
Evidence · no claims cited

Description¶

The review presents behaviorism as a theory in which information is passed from a more knowledgeable teacher to a less knowledgeable learner, and reading tasks are separated into smaller components. It names "three main Behaviorism Theories: 1) Classical Conditioning, 2) Connectionism and 3) Operant Conditioning", with reading components grouped into five categories such as visual and auditory discrimination, each containing sub-skills that require a response and feedback. The article also records the main criticism: learners are treated as passive information receivers.

Design Implications¶

Context¶

Requirements¶

• Each sub-skill requires a response and feedback; teachers should place feasible goals to assess students using behaviorism

Constraints¶

• The theory is severely criticized for treating learners as passive receivers and for its account of how information is processed in the mind

Target Learners¶

• Students developing reading skills, including EFL learners

Target Learning Objectives¶

• Reading sub-skills: phonics, sight words, blending, word recognition

Claims¶

Related Theories¶

• Automaticity Theory: fluency develops through repeated practice that frees attention for comprehension
• Reading fluency consists of three components: accuracy, automaticity, and prosody

Examples¶

• Part-task practice

Key Sources¶

• Salarvand, L., Guimaraes, N., & Balagholi, Z. (2022). Instructional Strategies' Impacts on EFL Learners Reading Fluency: A Review. THAITESOL JOURNAL, 35(1), 77-90. https://eric.ed.gov/?id=EJ1340892