Targeting Reading Fluency through Brief Experimental Analysis and Parental Intervention over the Summer

Autor/inn/en	Schreder, Sara J.; Hupp, Stephen D. A.; Everett, Gregory E.; Krohn, Emily
Titel	Targeting Reading Fluency through Brief Experimental Analysis and Parental Intervention over the Summer
Quelle	In: Journal of Applied School Psychology, 28 (2012) 2, S.200-220 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-7903
DOI	10.1080/15377903.2012.670047
Schlagwörter	Intervention; Reading Fluency; Instructional Materials; Grade 2; Parent Child Relationship; Mothers; Parents as Teachers; Reading Instruction; Cues; Internet; Decision Making; Elementary School Students; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Lehrmaterial; Lehrmittel; Unterrichtsmedien; School year 02; 2. Schuljahr; Schuljahr 02; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Mother; Mutter; Leseunterricht; Stichwort; Decision-making; Entscheidungsfindung; Unterrichtserfolg
Abstract	Although past research has examined repeated reading (RR) and listening passage preview (LPP) in great detail, several issues related to their applied usage with individual students remain. Questions including the number of times students are required to engage with the instructional materials during treatment and tracking fluency gains on untrained probes become important during individualized intervention. In addition, most RR and LPP work has been conducted by school personnel during the academic year rather than by parents over the summer months. As such, the current study used brief experimental analysis to identify the most effective number of RR or LPP implementations for two second graders, which was then employed by each child's mother during the summer months. Progress monitoring included tracking fluency gains on untrained AIMSweb probes. Results indicated both increased correct words per minute during intervention and maintenance at 6-week follow-up and are discussed in terms of applied decision making for individual students. (Contains 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10