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ERIC Number: EJ788340
Record Type: Journal
Publication Date: 2007
Pages: 20
Abstractor: Author
Reference Count: 46
ISBN: N/A
ISSN: ISSN-0279-6015
Use of Brief Experimental Analysis for Selecting Reading Interventions for English Language Learners
Malloy, Kimberley J.; Gilbertson, Donna; Maxfield, Janie
School Psychology Review, v36 n2 p291-310 2007
Identifying an effective instructional intervention for English language learners experiencing reading problems is a difficult task given the vast individual differences in language proficiency, motivation, and school experience for these students. To address this issue, this study investigated the utility of brief experimental analysis as a means to identify the most effective instructional components to increase reading performance for five English language learners. Using a multielement design, five reading treatments were administered one at a time with increasing language support. There were individual differences in response and all students responded to at least one treatment. Further, an extended analysis of alternating baseline conditions with the hypothesized effective treatment showed that selected interventions increased reading rates for four of the five participants over time. A combination of the three most effective interventions, based on results from the brief experimental analysis, increased reading performance for the fifth student. (Contains 3 tables 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: publications@naspweb.org; Web site: http://www.nasponline.org
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A