Using Brief Functional Analysis to Select Interventions for Oral Reading

被引：0
作者：
Edward J. Daly
Brian K. Martens
Eric J. Dool
John M. Hintze
机构：
[1] University of Cincinnati,School Psychology Program
[2] Syracuse University,Psychology Department
[3] University of Cincinnati,School Psychology Program
[4] University of Connecticut,Department of Educational Psychology
来源：
Journal of Behavioral Education | 1998年 / 8卷 / 2期
关键词：
oral reading fluency; multielement design; reading interventions; functional analysis;
D O I：
10.1023/A:1022835607985
中图分类号：
学科分类号：
摘要：
Reading interventions were applied in a brief multielement format to examine their effectiveness at improving the oral reading fluency of three students referred for reading problems. Although each student had different profiles across experimental analyses, effective interventions were identified and a mini-replication confirmed the pattern of results in each case.
引用
收藏
页码：203 / 218
页数：15
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