The Use of Functional Reading Analysis to Identify Effective Reading Interventions

Children who fail to become fluent readers by the end of the primary grades are likely to achieve below same-age peers throughout their school careers. With growing use of curriculum-based measures (CBMs), it is easier to identify those students who are achieving below same-age peers. Moreover, a pr...

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Bibliographic Details
Published in:Assessment for effective intervention 2006-10, Vol.32 (1), p.40-49
Main Authors: Wagner, Dana, McComas, Jennifer J., Bollman, Kerry, Holton, Erin
Format: Article
Language:English
Subjects:
Curriculum Based Assessment
Curriculum based measurement
Fluency
Functional Behavioral Assessment
Functional Reading
Grade 3
Intervention
Interventions
Reading
Reading Achievement
Reading Fluency
Reading Instruction
Responses
Underachievement
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Summary:Children who fail to become fluent readers by the end of the primary grades are likely to achieve below same-age peers throughout their school careers. With growing use of curriculum-based measures (CBMs), it is easier to identify those students who are achieving below same-age peers. Moreover, a process of conducting individualized assessment and intervention aimed at improving achievement could be developed within a response to intervention (RTI) model. For example, functional analysis procedures can be used to identify effective reading interventions for students achieving below expectations. The present study employed a multielement design to analyze the effects of various supplemental reading interventions on the oral reading fluency rates of 3 third-grade children. Differential effects were shown across conditions, leading to an individualized intervention recommendation for all participants. Generalized effects were shown over time in CBMs for all participants. Results are discussed in terms of the treatment utility of functional reading analysis for children who exhibit below-expected levels of reading achievement on CMBs and in terms of an RTI approach to identification and service provision for struggling readers.
ISSN:1534-5084
1938-7458
DOI:10.1177/15345084060320010601