An experimental analysis of reading fluency

被引：13

作者：

Jones K.M. ^{[1
]}

Wickstrom K.F. ^{[1
]}

Noltemeyer A.L. ^{[2
]}

Brown S.M. ^{[3
]}

Schuka J.R. ^{[4
]}

Therrien W.J. ^{[5
]}

机构：

[1] Department of Psychology, Louisiana State Uuniversity-Shreveport, Shreveport, LA 71115, One University Place

[2] Kent State University, Kent, OH

[3] Cincinnati Public Schools, Cincinnati, OH

[4] Fairfield City Schools, Fairfield, OH

[5] University of Iowa, Iowa City, IA

来源：

Journal of Behavioral Education | 2009年 / 18卷 / 1期

关键词：

Academic intervention; Experimental analysis; Reading fluency;

D O I：

10.1007/s10864-009-9082-9

中图分类号：

学科分类号：

摘要：

The experimental analysis of academic responding has emerged as one approach to strengthening decisions related to problem analysis and treatment design. This study provided an example of how both brief and extended assessments can be used within a data based, problem solving approach to addressing reading fluency concerns. For six children with reading difficulties, within-trial effects of various instructional strategies were used to identify and design interventions. Assessment-derived interventions were evaluated using weekly academic growth on general outcome measures. Results indicated that five of the six children responded favorably to intervention. Future research involving the contribution of experimental analysis to response to intervention models of service delivery is discussed. © 2009 Springer Science+Business Media, LLC.

引用

页码：35 / 55

页数：20

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