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ERIC Number: EJ831616
Record Type: Journal
Publication Date: 2009-Mar
Pages: 15
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-1053-0819
Prescriptive Analysis: Further Individualization of Hypothesis Testing in Brief Experimental Analysis of Reading Fluency
Mccomas, Jennifer J.; Wagner, Dana; Chaffin, Melissa; Holton, Erin; McDonnell, Mimi; Monn, Emily
Journal of Behavioral Education, v18 n1 p56-70 Mar 2009
Brief experimental analyses (BEA) have been used to identify effective individualized interventions for improving reading fluency with school-age children. Interventions involving incentives, modeling, repeated reading, and error correction are most often tested in a BEA. However, these interventions are rarely modified according to individual student needs. The current study examined the effects of varied levels of modeling (passage, sentence, word) and varied contingencies (tracking and fluency) on fluency in non-treated high-word overlap passages and general outcome measure passages. BEA-identified interventions were effective for improving reading fluency on non-treated passages for both second grade students and the third grade student. Notably, the effects reversed when intervention was withdrawn with one of the second grade students. Results are discussed in terms of considerations in the application of BEA technology in the schools.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A