Using brief experimental analysis to empirically identify effective reading fluency interventions for underperforming elementary students

Author / Creator

Perrault, Kimberlee M. creator

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Summary

"The ability to read fluently is a predictor for high school graduation and later success. Students who are not reading fluently require interventions targeting their individual area of need. The p...

"The ability to read fluently is a predictor for high school graduation and later success. Students who are not reading fluently require interventions targeting their individual area of need. The process of selecting individualized interventions for students through the use of brief experimental analysis (BEA) has demonstrated to be an effective practice. The current study implemented a BEA design with seven elementary students reading below grade level to determine how skill and performance based interventions could be identified for each student. The three interventions selected for the study included Repeated Reading and Error Correction (RR+EC), Listening Passage Preview (LPP), and Incentive. Additionally, the study aimed to assess the effects of the BEA-indicated intervention across time. Results suggest that an effective reading fluency intervention was selected for each student through the BEA process. As a result of the BEA, the RR+EC intervention was selected for five students and the Incentive intervention was selected for two students. All seven students made gains in correct words per minute over the duration of six to eight weeks, and demonstrated gains of 1.06 to 5.18 words per week." -page iii

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