Prescriptive Analysis: Further Individualization of Hypothesis Testing in Brief Experimental Analysis of Reading Fluency

Brief experimental analyses (BEA) have been used to identify effective individualized interventions for improving reading fluency with school-age children. Interventions involving incentives, modeling, repeated reading, and error correction are most often tested in a BEA. However, these intervention...

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Bibliographic Details
Published in:Journal of behavioral education 2009-03, Vol.18 (1), p.56-70
Main Authors: McComas, Jennifer J., Wagner, Dana, Chaffin, Melissa Coolong, Holton, Erin, McDonnell, Mimi, Monn, Emily
Format: Article
Language:English
Subjects:
Academic Achievement
Behavioral Science and Psychology
Child and School Psychology
Educational psychology
Educational Strategies
Elementary school students
Error Correction
Evaluation Methods
Grade 2
Grade 3
Grade 4
Grade levels
Hypothesis Testing
Incentives
Individualization
Intervention
Language fluency
Learning and Instruction
Literacy
Oral reading fluency
Original Paper
Performance readers
Psychology
Reading comprehension
Reading Fluency
Reading Improvement
Reading instruction
Reading teachers
Secondary Education
Student Needs
Teachers
Teaching Methods
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Summary:Brief experimental analyses (BEA) have been used to identify effective individualized interventions for improving reading fluency with school-age children. Interventions involving incentives, modeling, repeated reading, and error correction are most often tested in a BEA. However, these interventions are rarely modified according to individual student needs. The current study examined the effects of varied levels of modeling (passage, sentence, word) and varied contingencies (tracking and fluency) on fluency in non-treated high-word overlap passages and general outcome measure passages. BEA-identified interventions were effective for improving reading fluency on non-treated passages for both second grade students and the third grade student. Notably, the effects reversed when intervention was withdrawn with one of the second grade students. Results are discussed in terms of considerations in the application of BEA technology in the schools.
ISSN:1053-0819
1573-3513
DOI:10.1007/s10864-009-9080-y