Using BEA to Select Skill and/or Performance Interventions for Oral Reading Fluency
Abstract
This project
examined how Brief experimental analysis (BEA) procedures could be used to identify potentially effective skill and/or
performance-based interventions targeting reading fluency for 10 students (grades 1-5) who
demonstrated inadequate reading performance during the school year. In addition, an
extended analysis was conducted to determine the effectiveness of the indicated
intervention over time when used within the context of a comprehensive reading
instructional package delivered during a summer reading program. Results indicated that a
promising intervention was identified for each participant. In addition, the intervention led
to large gains in words read correctly per minute during the reading program on
intervention passages. Variable results were seen on generalization passages. These results
extend the literature on BEA by demonstrating its use with interventions utilizing skill and/or
performance-based interventions. The results also demonstrate how BEA-indicted
interventions can be used within the context of a comprehensive instructional package for
struggling readers during the summer.
Subject
Brief experimental analysis
Oral reading fluency
Posters
Permanent Link
http://digital.library.wisc.edu/1793/75790Description
Color poster with text, charts, and graphs.