Journal article
Brief experimental analysis of early reading interventions
Journal of school psychology, Vol.47(4), pp.215-243
08/01/2009
DOI: 10.1016/j.jsp.2009.02.003
PMID: 19480886
Abstract
The purpose of this study was to investigate how brief experimental analyses (BEAs) could be used to identify effective interventions for Kindergartners (2 girls and 2 boys, 5 years and 7-10 months old) with low performance and/or growth slope in letter sound fluency (LSF). Interventions were tested within a multielement design with brief mini-reversals until an intervention yielding at least 20% improvement on a specific subskill measure or a curriculum-based measure of LSF was identified. BEA-identified interventions were implemented one-on-one for 5 to 9 weeks. A multiple-baseline design across participants showed large intervention effects (average adjusted d=2.4) on general outcome measures, supporting treatment validity of BEAs. Findings extend the BEA literature to younger participants, early reading interventions, and early reading measures. (C) 2009 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
Details
- Title: Subtitle
- Brief experimental analysis of early reading interventions
- Creators
- Anna-Lind Petursdottir - University of MinnesotaKristen McMaster - University of MinnesotaJennifer J. McComas - University of MinnesotaTracy Bradfield - University of MinnesotaViveca Braganza - University of MinnesotaJulie Koch-McDonald - University of MinnesotaRoxana Rodriguez - University of MinnesotaHaley Scharf - University of Minnesota
- Resource Type
- Journal article
- Publication Details
- Journal of school psychology, Vol.47(4), pp.215-243
- Publisher
- Elsevier
- DOI
- 10.1016/j.jsp.2009.02.003
- PMID
- 19480886
- ISSN
- 0022-4405
- eISSN
- 1873-3506
- Number of pages
- 29
- Language
- English
- Date published
- 08/01/2009
- Academic Unit
- Psychological and Quantitative Foundations
- Record Identifier
- 9984371085602771
Metrics
19 Record Views