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An experimental analysis of the effe...

Bonfiglio, Christine Marie.

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An experimental analysis of the effects of reading interventions in a small group reading instruction context.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	An experimental analysis of the effects of reading interventions in a small group reading instruction context./
Author:	Bonfiglio, Christine Marie.
Description:	107 p.
Notes:	Adviser: Ruth Ervin.
Contained By:	Dissertation Abstracts International64-02B.
Subject:	Education, Reading. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3080095

An experimental analysis of the effects of reading interventions in a small group reading instruction context.
Bonfiglio, Christine Marie.

An experimental analysis of the effects of reading interventions in a small group reading instruction context. - 107 p.

Adviser: Ruth Ervin.

Thesis (Ph.D.)--Western Michigan University, 2003.

The validation of specific reading intervention components in increasing oral reading fluency is evident within the literature for academic responding. However, much of the literature examines these components using single-case designs on an individual basis across students.Subjects--Topical Terms:

1017790
Education, Reading.

An experimental analysis of the effects of reading interventions in a small group reading instruction context.
LDR:02087nam 2200301 a 45 001 929776
005 20110427
008 110427s2003 eng d
035 $a (UnM)AAI3080095
035 $a AAI3080095
040 $a UnM $c UnM
100 1 $a Bonfiglio, Christine Marie. $3 1253262
245 1 0 $a An experimental analysis of the effects of reading interventions in a small group reading instruction context.
300 $a 107 p.
500 $a Adviser: Ruth Ervin.
500 $a Source: Dissertation Abstracts International, Volume: 64-02, Section: B, page: 0950.
502 $a Thesis (Ph.D.)--Western Michigan University, 2003.
520 $a The validation of specific reading intervention components in increasing oral reading fluency is evident within the literature for academic responding. However, much of the literature examines these components using single-case designs on an individual basis across students.
520 $a This study utilized response-guided experimentation in the context of a small group reading instruction with four 4<super>th</super> graders (three male and one female) while examining individual patterns of student responding for oral reading fluency. Acquisition, fluency, and consequential components were examined in a dismantling fashion. Sequential modifications of the treatment package and its components were utilized within a multiple-baseline design in order to identify the most effective, yet efficient reading intervention package.
520 $a The results indicated that all potential combinations of the package were effective in producing favorable effect sizes over the typical instruction control condition. However, an effective, more efficient package subtracting the reward component was identified and produced substantial increases in performance across all students.
590 $a School code: 0257.
650 4 $a Education, Reading. $3 1017790
650 4 $a Psychology, Behavioral. $3 1017677
650 4 $a Psychology, General. $3 1018034
690 $a 0384
690 $a 0535
690 $a 0621
710 2 0 $a Western Michigan University. $3 804473
773 0 $t Dissertation Abstracts International $g 64-02B.
790 $a 0257
790 1 0 $a Ervin, Ruth, $e advisor
791 $a Ph.D.
792 $a 2003
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3080095