Improving oral reading fluency: A brief experimental analysis of combining an antecedent intervention with consequences

Tanya L. Eckert, Scott P. Ardoin, Edward J. Daly, Brian K. Martens

Research output: Contribution to journalArticle

89 Scopus citations

Abstract

A brief experimental analysis was used to evaluate the relative effectiveness of combining two consequences (contingent reinforcement or performance feedback) with an antecedent intervention (listening passage preview and repeated readings) on the oral reading fluency of 6 elementary students. The antecedent intervention increased the number of correctly read words per minute for all 6 students. For 4 of the students, pairing the antecedent intervention with either of the consequences resulted in higher reading rates over the antecedent intervention alone. Undifferentiated results were obtained for the remaining 2 participants. These results suggest that combining an antecedent intervention with consequences may enhance the oral reading fluency of students with reading problems. However, individual responsiveness to the different intervention components indicates that brief experimental analyses are warranted to identify the most effective intervention.

Original languageEnglish (US)
Pages (from-to)271-281
Number of pages11
JournalJournal of Applied Behavior Analysis
Volume35
Issue number3
DOIs
StatePublished - 2002

Keywords

  • Elementary students
  • Oral reading fluency
  • Reading interventions

ASJC Scopus subject areas

  • Philosophy
  • Applied Psychology
  • Sociology and Political Science

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