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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.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	An experimental analysis of the effects of reading interventions in a small group reading instruction context./
作者:	Bonfiglio, Christine Marie.
面頁冊數:	107 p.
附註:	Adviser: Ruth Ervin.
Contained By:	Dissertation Abstracts International64-02B.
標題:	Education, Reading. -
電子資源:	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.
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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.
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