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Ardoin, Scott P.; Morena, Laura S.; Binder, Katherine S.; Foster, Tori E. – School Psychology Quarterly, 2013
Although extensive research supports repeated readings (RR) as an intervention for improving reading fluency, it largely ignores reading prosody, which is a key component of reading fluency. The current study extends the RR literature by examining the impact of RR on prosody and whether the content of directions and feedback might impact what…
Descriptors: Oral Reading, Reading Fluency, Feedback (Response), Repetition
Mellott, Joshua A.; Ardoin, Scott P. – Journal of Behavioral Education, 2019
Brief experimental analysis (BEA) is a methodology of rapidly implementing interventions and observing the effect each has on student performance. Extensive research exists demonstrating the utility of BEA in identifying effective reading interventions for students, but comparatively little research exists regarding BEA and mathematics. The…
Descriptors: Middle School Students, Intervention, Individualized Instruction, Program Effectiveness
Ardoin, Scott P.; McCall, Michael; Klubnik, Cynthia – Journal of Behavioral Education, 2007
Extensive evidence exists demonstrating the benefits of repeated readings (RR) interventions at increasing students' fluency on intervention passages. Few studies however have examined the extent to which repeatedly reading one passage improves students' reading fluency on similar passages. Using an alternating treatment design, we examined the…
Descriptors: Intervention, Generalization, Reading Improvement, Reading Fluency
Ardoin, Scott P. – Psychology in the Schools, 2006
Extensive evidence exists demonstrating the utility of Curriculum-Based Measurement in reading (R-CBM) for progress-monitoring purposes; however, most studies have evaluated R-CBM from a traditional psychometric perspective, which allows for variability in individual student's data that is not a function of increased skills (i.e., measurement…
Descriptors: Psychometrics, Measurement, Maintenance, Intervention