Volume 36, Issue 2 (2007)
Use of Brief Experimental Analysis for Selecting Reading Interventions for English Language Learners
Kimberley J. Malloy, Donna Gilbertson, Janie Maxfield
Abstract. Identifying an effective instructional intervention for English language learners experiencing reading problems is a difficult task given the vast individual differences in language proficiency, motivation, and school experience for these students. To address this issue, this study investigated the utility of brief experimental analysis as a means to identify the most effective instructional components to increase reading performance for five English language learners. Using a multi-element design, five reading treatments were administered one at a time with increasing language support. There were individual differences in response and all students responded to at least one treatment. Further, an extended analysis of alternating baseline conditions with the hypothesized effective treatment showed that selected interventions increased reading rates for four of the five participants over time. A combination of the three most effective interventions, based on results from the brief experimental analysis, increased reading performance for the fifth student.
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