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ERIC Number: EJ1054071
Record Type: Journal
Publication Date: 2012
Pages: 12
Abstractor: As Provided
ISSN: ISSN-1540-0077
A Comparison of Four Reading Interventions from Struggling Elementary Students Using Brief Experimental Analysis and Extended Intervention Analysis
Mong, Kristi W.; Mong, Michael D.; Henington, Carlen; Doggett, R. A.
Journal of Direct Instruction, v12 p13-24 Sum 2012
Brief experimental analyses (BEA) have been used to identify reading interventions to increase the oral reading fluency (ORF) of students having difficulty learning to read. Four interventions, repeated reading, listening passage preview, phrase drill, and contingent reinforcement were implemented with four elementary aged students performing below grade level in reading. Previous studies have included an extended interven­tion analysis (EA) following a BEA, but have failed to include all interventions performed during the BEA. This study extends the research by including all interventions in the EA to determine if the BEA was successful. Results indicated the BEA correctly identified the most effective intervention for increasing ORF for two of the four students.
Association for Direct Instruction. P.O. Box 10252, Eugene, OR 97440. Tel: 800-995-2464; Tel: 541-485-1293; Fax: 541-683-7543; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 2; Primary Education; Early Childhood Education; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A