Psycholinguistic Training: Direct Instruction Model

Psycholinguistic
Training
and
Direct Instruction
Model
Behavior
Modification
Training
CHAPTER V
Educational Programs and
Intervention/Remediation
Approaches for Learners with
Learning Disability
WARM-UP ACTIVITY
Dye sherk inz truck zen
DIRECT INSTRUCTION
Shy quo link gist stick
Chrey ring
PSYCHOLINGUISTIC TRAINING
Bee hey bee ur
Moo die pay kae shen
BEHAVIOUR MODIFICATION
Fhu nice mint
PUNISHMENT
Rain pours mint
REINFORCEMENT
What is Direct
Instruction ?
Siegfried Engelmann
created this explicit
and scripted form of
instruction in
the 1960's.
Engelmann believed on five key philosophical principles:
• All children can be taught.

• All children can improve academically and in terms of
self-image.
• All teachers can succeed if provided with adequate
training and materials.
• Low performers and
disadvantaged learners must
be taught at a faster
rate than typically occurs if
they are to catch up to their
higher-performing peers.
• All details of instruction must be
controlled to minimize the chance
of students' misinterpreting the
information being taught and to
maximize the reinforcing effect of
instruction.
DIRECT INSTRUCTION
refers to the instructional
approaches that are structured,
and led by teachers.
The presentation of academic content

to students by teachers, such as in a
lecture or demonstration.
Direct instruction is
a teacher-centered model
in which the teacher
is considered the expert
in terms of the content
and its delivery.
ACTIVITY TIME
THE 6 FUNCTIONS
OF DIRECT
INSTRUCTION
INTRODUCTION / REVIEW
Set the stage for learning.
This is the opening of the lesson, and it’s intended to engage students, get their attention, and
activate their prior knowledge.
Build upon a previous lesson, or get an understanding of their background knowledge of the subject you
are about to teach them.
PRESENT THE NEW MATERIAL
Use clear and guided instructions, so
students can begin absorbing the
new material.
The lesson content should be
carefully organized step-by-step, with
the steps building on each other.
GUIDED PRACTICE
The teacher and students practice
the concept together.
The student attempts the skill with
the assistance of the teacher and
other students.
GUIDED PRACTICE
The guided practice is conducted by
the teacher. The purpose of this step
is to guide initial practice, correct
mistakes, reteach (if necessary) and
provide sufficient practice so that
students can work independently.
FEEDBACK AND CORRECTIVES
If students don’t understand the lesson material, the teacher has to correct them and give feedback.
This is also very important in the guided practice, as students have to understand everything in that phase.
FEEDBACK AND
CORRECTIVES
If students don’t understand the
lesson material, the teacher has
to correct them and give feedback.
This is also very important in
the guided practice, as students
have to understand everything in
that phase.
INDEPENDENT PRACTICE
After guided practice and receiving the right
feedback, students are ready to apply the
new learning material on their own.
Independent practice gives the students the

repetitions they need to integrate the new
information or skills with previous
knowledge or skills.
EVALUATION
Check whether your students know
everything before moving on to a new
concept that builds upon what they’ve
just learned.
Collect student data you can review

and decide whether or not the
lesson needs to be retaught.
What is
Psycholinguistic?
PSYCHOLINGUISTICS
Psycholinguistics is a subdiscipline within the
broad field of psychology. The broad aim of
psychology is to explain human behavior; the
aim of psycholinguistics is to explain human
linguistic behavior.
In a psycholinguistic model of speech
development the key components are the
psychological processes involved in
the “perception, storage, planning and
production of speech as it is produced in real
time in real utterances” (McCormack, 1997)
Psycholinguistic approach views learning as a
cognitive individual process happening within the
individual and then moves to the social dimension.
As an approach, there are some methods
which were developed based on
psycholinguistics theories.
Psycholinguistics/Theories and Models of
Language Acquisition
• Behaviorist Theory
• Innateness Theory
• Cognitive Theory
• Social Interactionist Theory
BEHAVIORIST THEORY
B.F Skinner's Verbal Behavior
Language learning is a process of habit formation that

involves a period of trial and error where the child tries
and fails to use correct language until it succeeds.
BEHAVIORIST THEORY
Skinner's behaviour learning approach relies on the

components of classical conditioning, which involves
unconditioned and conditioned stimuli, and operant
conditioning but particularly the elements of operational
conditioning.
INNATENESS THEORY
Noam Chomsky's innateness theory (or nativist theory)
Chomsky has determined that being biologically

prepared to acquire language regardless of setting is due
to the child's language acquisition device (LAD), which is
used as a mechanism for working out the rules of
language.
INNATENESS THEORY
According to Chomsky, infants acquire grammar

because it is a universal property of language, an
inborn development, and has coined these
fundamental grammatical ideas that all humans
have as universal grammar (UG).
COGNITIVE THEORY
Jean Piaget was a Swiss psychologist who was famous
for his four stages of cognitive development for children,
which included the development of language.
• Sensory-Motor Period
• Pre-Operational Period
• Egocentrism
• Operational Period
SOCIAL INTERACTIONIST THEORY
Vygotsky's social interaction theory incorporates nurture
arguments in that children can be influenced by their
environment.
• Scaffolding
• More Knowledgeable Others (MKO)
• Zone of Proximal Development (ZPD)
• Scaffolding is the concept of providing assistance and support
to foster learning of new concepts and skills in students with
the intention of helping them achieve their learning goals.
• MKO, by this aspect, tries to explain that any person, who has
a better understanding of a certain thing, when assists
another who doesn’t have any idea of it is likely to foster the
process of learning resulting in cognitive development.
• The zone of proximal development is reached when a
learner attains a skill that he couldn’t independently,
with assistance from a MKO.
Behavior
Modification
Training
BEHAVIOR MODIFICATION
Behavior Modification refers
to the techniques used to try
and decrease or increase a
particular type of behavior or
reaction.
Behavior Modification relies on
the concept of conditioning.
Conditioning is a form of learning.
There are two major types of
conditioning; classical conditioning
and operant conditioning.
Behavior modification was
developed from these theories
because they supported the
idea that just as behaviors can
be learned, they also can be
unlearned.
B.F SKINNER'S
CONDITIONING
Burrhus Frederic Skinner
is regarded as the father of
Operant Conditioning.
B.F SKINNER’S According to this principle,
CONDITIONING behavior that is followed
by pleasant consequences
is likely to be repeated,
and behavior followed by
unpleasant consequences
is less likely to be
repeated.
Skinner identified two types of responses, or operant,
that can follow behavior.
• REINFORCERS: • PUNISHERS:
Responses from the Responses from the
environment that increase environment that decrease
the probability of a the likelihood of a behavior
behavior being repeated. being repeated. Punishment
Reinforcers can be weakens behavior.
either positive or negative.

Using Positive and Negative
Reinforcement for Behavior Modification
• Positive reinforcement
• Negative reinforcement
• Positive punishment
• Negative punishment
POSITIVE REINFORCEMENT
• Positive reinforcement is using a reward
for positive behavior to make sure the
child continues with the desired behavior.
• It is the most effective method of shaping

behavior because it is the most
pleasant. For example, praise and reward
are both used in positive reinforcement.
NEGATIVE REINFORCEMENT
• Negative reinforcement is
taking something unpleasant
away to reinforce good
behavior.
POSITIVE PUNISHMENT
If you present a negative consequence
in response to negative behavior, you
are using positive punishment.
An example is using natural
consequences – allowing a child to
suffer the consequences for negative
behavior – such as getting a bad grade
when homework is not completed
and/or turned in.
NEGATIVE PUNISHMENT
• With negative punishment, something

is taken away in response to negative
behavior.
• For example, taking away electronics if

homework is not completed, or taking
away toys not put away in a child’s
room.
MAKING CONSEQUENCES EFFECTIVE
• Consequences Must Be Consistent
• Consequences Should Be Immediate
• Consequences Should be Effective
I HOPE YOU LEARNED
SOMETHING
THANK YOU FOR

LISTENING!

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Psycholinguistic

• All children can be taught.

The presentation of academic content

Independent practice gives the students the

Collect student data you can review

Language learning is a process of habit formation that

Skinner's behaviour learning approach relies on the

Noam Chomsky's innateness theory (or nativist theory)

Chomsky has determined that being biologically

According to Chomsky, infants acquire grammar

• It is the most effective method of shaping

• With negative punishment, something

• For example, taking away electronics if

THANK YOU FOR

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