Using precision teaching to enhance the word reading skills and academic self‐concept of secondary school students: a role for professional educational psychologists

This article describes an investigation into the outcomes of a school‐based initiative to improve the word reading skills of a group of secondary school students (n = 77). The project involved the delivery of an enhanced precision teaching (PT) programme across two cohorts of students by teaching assistants (TAs) in each school who themselves received ongoing training and support throughout the project. Using a quasi‐experimental design the research points to the contribution of this approach to PT in promoting basic reading skills. This was achieved through elaborating on the formative aspects of PT and increased structure to intervention delivery and the continuous development of staff skills. As a venture networking schools, a local authority educational psychology service and a university department, it is suggested this research reflects a description of how contemporary educational psychology services might operate.