Ability Training and task Analysis in Diagnostic/Prescriptive Teaching

Abstract

Two models, ability training and task analysis, are presently being used in the assessment and remediation of children's learning difficulties. Task analysis is currently more in vogue, while the ability or process training model has been widely criticized. This article argues that neither model adequately covers all the elements involved in diagnostic/prescriptive teaching. Instead, both models, used in combination, are required for complete coverage. In addition, each model needs revision and extension before its potential utility is realized.