| A child experiencing a learning disability in the area | | | | further practice is required until the student |
| of reading can face a great deal of frustration | | | | masters the specific skill or subskill. |
| and low self-esteem regarding his or her academic | | | | Subskills are smaller skills to help students reach |
| abilities. The skill to physically read words and | | | | short term goals. Students are not measured |
| comprehend their meaning in any subject area is | | | | against the performance of other students, but |
| vital. Whether the student is studying language | | | | on their ability to meet the tasks created for |
| arts, mathematics, science, social studies, or | | | | them. The assessments are based on whether or |
| another major subject, reading is necessary to | | | | not the student can perform the skill. Continuous |
| fully absorb the concept. Unfortunately, the term | | | | evaluation allows the teacher to measure student |
| "dyslexia" is a label often used to encompass a | | | | progress in a precise manner and on a daily basis. |
| wide spectrum of reading difficulties. | | | | With the individualized nature of task analysis, |
| This misconception stems from an erroneous link | | | | each child is permitted to practice a skill at his or |
| to the medical condition "dyslexia" as a means | | | | her own rate until mastery occurs. Mastery is |
| finding a cause for a child's reading issues. Due to | | | | reached when a student's response is accurate |
| the complexity of finding a cause for a reading | | | | and timely. |
| disability, recent educational research has shifted | | | | Although the instructional plan and the evaluation |
| toward locating the instructional difficulty that the | | | | process are very specific and task oriented, |
| child is experiencing. An instructional difficulty can | | | | teacher involvement is an essential part of the |
| be defined as "a problem acquiring or maintaining | | | | approach. The teacher creates the sequenced |
| required skills in critical areas, such as language | | | | instructional plan based on expertise, experience, |
| arts, spelling, mathematics ...etc." Creating an | | | | and interaction with the student. He or she |
| effective solution to an instructional difficulty can | | | | decides which tasks are essential for the student |
| alleviate anxiety and boost confidence as the | | | | to achieve the long and short term goals, and the |
| student improves in his or her academic | | | | necessary proficiency level. |
| environment. | | | | Teachers, utilizing a task analysis approach, |
| In previous years, the lack of skills or "skill deficit" | | | | incorporate certain techniques in their |
| in the area of reading was remediated through | | | | programmed sequence of lessons, such as |
| instruction catering to individual differences. The | | | | motivational factors to inspire and maintain a |
| popular approaches were the "clinical model," | | | | student's attention, and clearly presented tasks |
| focusing on issues with a student's disability, and | | | | for a student to complete. They also offer |
| the "psychological model," focusing on the | | | | opportunities for student participation, and provide |
| academic strengths of a student. As an | | | | teacher feedback to the student. Reaching a |
| alternative to both types of remediation, the task | | | | mastery level for any set of skills or tasks is |
| analytic approach is centered on a sequence of | | | | aided by a teacher's positive influence on a |
| tasks to be taught in a specified manner with | | | | student through incentives, rewards, positive |
| constant feedback on student progress, rather | | | | reinforcement ...etc. Verbal praise and academic |
| than a student's learning disability. | | | | success are major motivators. An organized and |
| It is similar to an outline. The set of tasks, | | | | precise instructional plan coupled with a dedicated |
| created for the student to meet a long term goal | | | | teacher results in student success. |
| or objective, is built on a hierarchy of steps. It | | | | The task analysis approach is geared toward |
| moves from general to specific. The logical nature | | | | individualized instruction and continuous |
| of task analysis allows instruction to follow a | | | | assessment. In the area of reading, the approach |
| guideline or set of tasks with short term goals | | | | is used to remedy difficulties through small, logical |
| throughout the instructional plan. These smaller | | | | steps leading to a general goal. Many students feel |
| goals help the student achieve success and build | | | | defeated when they are unable to achieve |
| confidence, as they work toward the long term | | | | success in the classroom. By conquering smaller |
| goal. | | | | tasks, a student gains confidence in his or her |
| As teachers formulate the instructional plan, they | | | | ability. Constant evaluation with each subskill, |
| not only consider the necessary skills to be taught | | | | keeps the teacher abreast on student progress. |
| to reach the long term goal, but they must also | | | | Mastering each sequenced step provides a solid |
| incorporate quantifiable methods for measuring | | | | foundation for the overall instructional goal. The |
| student achievement. Task analysis requires | | | | task analysis approach is utilized in literacy as a |
| teachers to create logical and concrete ways to | | | | logic-based remediation method to improve |
| measure a student's success at each point in the | | | | reading skills as well as provide tools for student |
| instructional plan. If a student has not performed | | | | success. |
| well on the evaluation or mastered the skill, then | | | | |