An Examination of Methods for Testing Treatments: Conducting Brief Experimental Analyses of the Effects of Instructional Components on Oral Reading Fluency

Brief experimental analyses of academic performance are emerging as a new tool educators can use to link assessment to intervention. This approach involves testing treatments directly using single-case experimental design elements to select intervention strategies for oral reading fluency problems....

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Bibliographic Details
Published in:Education & treatment of children 2002-08, Vol.25 (3), p.288-316
Main Authors: Daly, Edward J., Murdoch, Amy, Lillenstein, Laura, Webber, LeAnna, Lentz, F. Edward
Format: Article
Language:English
Subjects:
Academic achievement
Analysis
Basal Reading
Early intervention
Educational evaluation
Educational research
Elementary Education
Error rates
Experimental procedures
Grade 1
Grade 2
Grade levels
Informal Reading Inventories
Instructional design
Intervention
Measurement
Oral Reading
Oral reading fluency
Outcomes of Education
Performance readers
Range errors
Readability
Reading
Reading Comprehension
Reading Difficulties
Reading disabilities
Reading Fluency
Student Needs
Studies
Study and teaching
Teaching Methods
Testing
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Summary:Brief experimental analyses of academic performance are emerging as a new tool educators can use to link assessment to intervention. This approach involves testing treatments directly using single-case experimental design elements to select intervention strategies for oral reading fluency problems. The purpose of this investigation was to refine the methods reported in previous studies. The procedures were revised to examine a different format for making brief treatment comparisons for selecting intervention components on an individual basis. Effective treatment packages were identified and confirmed for all five participants. The packages themselves differed across the participants. The results are discussed in terms of the advantages of the new procedures, implications for practice, and directions for future research.
ISSN:0748-8491
1934-8924