Prescriptive analysis: Further individualization of hypothesis testing in brief experimental analysis of reading fluency

Jennifer J. McComas, Dana Wagner, Melissa Coolong Chaffin, Erin Holton, Mimi McDonnell, Emily Monn

Research output: Contribution to journalArticlepeer-review

12 Scopus citations

Abstract

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 Notably, the effects reversed when intervention was withdrawn with one of the second grade students.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.

Original languageEnglish (US)
Pages (from-to)56-70
Number of pages15
JournalJournal of Behavioral Education
Volume18
Issue number1
DOIs
StatePublished - Mar 1 2009

Keywords

  • Brief experimental analysis of academic performance
  • Generalization
  • Maintenance
  • Reading fluency

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