A brief experimental analysis for identifying instructional components needed to improve oral reading fluency

Edward J. Daly, Brian K. Martens, Kendra R. Hamler, Eric J. Dool, Tanya L. Eckert

Research output: Contribution to journalArticle

123 Scopus citations

Abstract

Brief experimental analyses of oral reading fluency were conducted with 4 participants who had been referred by teachers and parents for reading problems. The procedures involved the sequential application of reading interventions to improve students' oral reading fluency. Following a baseline condition, instructional treatments were combined with prior conditions until there was improvement in oral reading fluency in the instructional passages and passages with high content overlap. Differentiated response patterns, assessed via a multielement design, were obtained for all participants. Results are discussed in terms of the potential benefits and limitations of conducting brief experimental analyses for selecting reading interventions.

Original languageEnglish (US)
Pages (from-to)83-94
Number of pages12
JournalJournal of Applied Behavior Analysis
Volume32
Issue number1
DOIs
StatePublished - 1999

Keywords

  • Brief experimental analysis
  • Functional assessment
  • Oral reading fluency

ASJC Scopus subject areas

  • Philosophy
  • Applied Psychology
  • Sociology and Political Science

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