Interspersal technique and behavioral momentum for reading word lists

Matthew K. Burns, Scott P. Ardoin, David C. Parker, Jennifer Hodgson, David A. Klingbeil, Sarah E. Scholin

Research output: Contribution to journalArticle

9 Scopus citations

Abstract

Academic tasks that include easy responses increase the probability that less preferred and/or more challenging tasks will be performed. The current study applied the process of arranging easier stimuli within reading word lists with behavioral momentum and an interspersal technique. We hypothesized that the behavioral momentum condition, which placed a series of easier words at the beginning of a reading word list task, would result in greater reading fluency for word lists, and that the interspersal condition, which interspersed easier words into a word list, would result in higher fluency for the target words. Fourth-grade students (n = 97) were randomly assigned to the behavior momentum, interspersal, or control condition. The results indicated that the participants assigned to the behavioral momentum condition read significantly more words correctly per minute than the participants assigned to the control condition (d = 70). No statistically significant differences were observed between the remaining conditions.

Original languageEnglish (US)
Pages (from-to)428-434
Number of pages7
JournalSchool Psychology Review
Volume38
Issue number3
StatePublished - Sep 1 2009

Fingerprint Dive into the research topics of 'Interspersal technique and behavioral momentum for reading word lists'. Together they form a unique fingerprint.

  • Cite this

    Burns, M. K., Ardoin, S. P., Parker, D. C., Hodgson, J., Klingbeil, D. A., & Scholin, S. E. (2009). Interspersal technique and behavioral momentum for reading word lists. School Psychology Review, 38(3), 428-434.