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ERIC Number: EJ788207
Record Type: Journal
Publication Date: 2005
Pages: 20
Abstractor: Author
Reference Count: 53
ISSN: ISSN-0279-6015
Generating Reading Interventions through Experimental Analysis of Academic Skills: Demonstration and Empirical Evaluation
Daly, Edward J., III; Persampieri, Michael; McCurdy, Merilee; Gortmaker, Valerie
School Psychology Review, v34 n3 p395-414 2005
This article describes the application of experimental analysis methods for identifying reading fluency interventions for two elementary school students (fourth and fifth grade) referred for reading problems. For each student the experimental analyses examined use of rewards, instruction, and a treatment package containing both reward and instructional components across difficulty levels to determine the condition that led to the most efficient increases in reading fluency for each student. Based on the experimental analyses, individualized reading packages were developed that required minimal supervision. These interventions were carried out over time during normal instructional routines, and progress monitoring data were gathered to determine the effects of the interventions. Results are discussed in terms of how practitioners can use experimental analyses of academic skills within a broader response-to-intervention framework. Also, recommendations for future research in this area are made. (Contains 1 table and 3 figures.)
National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: Practitioners; Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States