Prescriptive Analysis: Further Individualization of Hypothesis Testing in Brief Experimental Analysis of Reading Fluency

McComas, Jennifer J.; Wagner, Dana; Chaffin, Melissa Coolong; Holton, Erin; McDonnell, Mimi; Monn, Emily

doi:10.1007/s10864-009-9080-y

Cited by 19 publications

(15 citation statements)

References 27 publications

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“…BEA researchers frequently use an extended analysis that occurs over multiple days or even weeks to confirm the results of the BEA (Kuhn et al., ; Malloy et al., ; McComas et al., ). Analyses were coded as extended if they included an additional treatment phase after the BEA identified an effective intervention.…”

Section: Methodsmentioning

confidence: 99%

“…Most studies that examined BEA used reading fluency (Burns & Wagner, ) because it was highly linked to general reading proficiency (Fuchs, Fuchs, Hosp, & Jenkins, ), correlated well with other measures of reading (Kim, Wagner, & Foster, ; Wood, ), and is an important component of reading instruction and proficiency (Rasinski & Samuels, ). Moreover, BEA research has been conducted with children of varying reading ability including those identified with a learning disability in reading (Jones et al., ; Welsch, ), and those at risk for reading problems but no diagnosed disability (Bonfiglio, Daly, Martens, Lin, & Corsaut, ; McComas et al., ; Schreder, Hupp, Everett, & Krohn, ).…”

Section: Bea Conditionsmentioning

confidence: 99%

“…() used three or four data points for each condition within the BEA instead of just one as was done in previous research (e.g., Daly, Persampieri, McCurdy, & Gortmaker, ; Dufrene & Warzak, ; Gortmaker, Daly, McCurdy, Persampieri, & Hergenrader, ), but research has not compared decisions made with more data to those made with fewer data points. Moreover, several researchers used an extended analysis that occurred over multiple days or even weeks to confirm the results of the BEA (Kuhn, Watson, Ota, Cole, & Johnson‐Oros, ; Malloy et al., ; McComas et al., ). Many studies found that the BEA was consistent with an extended analysis, but Andersen et al.…”

Section: Bea Conditionsmentioning

confidence: 99%

See 2 more Smart Citations

Empirical Synthesis of the Effect of Standard Error of Measurement on Decisions Made Within Brief Experimental Analyses of Reading Fluency

Burns

Taylor

Warmbold-Brann

et al. 2017

Psychology in the Schools

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Intervention researchers often use curriculum-based measurement of reading fluency (CBM-R) with a brief experimental analysis (BEA) to identify an effective intervention for individual students. The current study synthesized data from 22 studies that used CBM-R data within a BEA by computing the standard error of measure (SEM) for the median data point from the baseline and intervention data. The median CBM-R score from the intervention that the authors of each study identified as most effective fell within the SEM (68% confidence interval) of the baseline data approximately 30% of the time, but the ranges for the two author-identified most effective interventions overlapped over 75% of the time. Extended analyses were consistent with the BEA results for approximately three-fourths of the instances after considering the SEM of the baseline and intervention phases. Using matched passages did not improve the overlap of the ranges, but there was less overlap when the study used three data points per condition. Results emphasize the importance of considering SEM of CBM-R data when comparing interventions within a BEA. Further implications for practice and future research are included. C 2017 Wiley Periodicals, Inc.

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Section: Methodsmentioning

confidence: 99%

Section: Bea Conditionsmentioning

confidence: 99%

Section: Bea Conditionsmentioning

confidence: 99%

See 1 more Smart Citation

Empirical Synthesis of the Effect of Standard Error of Measurement on Decisions Made Within Brief Experimental Analyses of Reading Fluency

Burns

Taylor

Warmbold-Brann

et al. 2017

Psychology in the Schools

View full text Add to dashboard Cite

show abstract

“…Typically, BEA procedures are conducted within a multielement design in which interventions to be tested may be ordered in various ways including ease of use (e.g., least to most intrusive/complex) so as to select that which is the most effective, yet feasible, for extended implementation (Wilber & Cushman, ). In this manner both intervention efficacy and efficiency may be evaluated in a short time period to prevent full implementation of an ineffective intervention (McComas et al., ) and identify core strategies foundational for intervention success.…”

mentioning

confidence: 99%

Analyzing Math‐to‐mastery Through Brief Experimental Analysis

Everett

Swift

McKenney

et al. 2016

Psychology in the Schools

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The current study evaluated the effectiveness of individualized math‐to‐mastery (MTM) interventions, selected though brief experimental analysis (BEA), at increasing math fluency skills for three elementary‐aged females. As MTM has only been investigated as a multicomponent intervention, the present study utilized BEA to identify those specific components that led to math skills gains in the most efficient manner possible. BEA results indicated that for two of three participants only a partial MTM intervention was necessary to prompt fluency gains, while the entire intervention was the most effective for the third. During extended analysis all three participants displayed math skills gains above those seen during repeated baseline assessments. Results are discussed in terms of further refining MTM through BEA procedures so as to individually target math skill deficits by considering both intervention effectiveness and efficiency.

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“…In their own study they found that fluency-based story retell task was "not a strong indicator of reading comprehension skills among fourth grade students" (Bellinger & DiPerna, 2011, p. 425 The research in the literary review suggested that high school students need fluency instruction in the curriculum because evidence showed that a significant number were deficient in this area (Begney et al, 2009;Marchand-Martella et al, 2010;Murray et al, 2012;Paige et al, 2012; Wexler et al, 2010) and they were not receiving instruction needed to improve (Paige et al, 2012; Wexler et al, 2010). Furthermore, the review enumerated the many dangers for secondary students who cannot read fluently (Hawkins et al, 2011;Hudson et al, (2009);McComas et al 2009;Rasinski, 2012; Wexler et al, 2010). These dangers were deemed crucial because today's high school students are THE EFFICACY OF REPEATED READING 38 expected to read at increasingly complex levels called for by College and Career Ready Standards.…”

mentioning

confidence: 99%

The Efficacy of Repeated Reading on Secondary Students' Oral Reading Fluency and Retell Fluency

Driggs¹

2013

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The ability to understand and react to ideas expressed in writing is the essence of reading, and if we accept that the ultimate goal of reading is comprehension and learning from text, it is important for teachers to understand how fluency is the essential component that nurtures and brings about this capability. (p. 3) When students can identify words automatically and accurately, they can comprehend much more easily because their cognitive resources are free to make meaning. Hence, researchers and educators have witnessed fluency's rise to prominence in the reading world because of its importance to overall reading health. THE EFFICACY OF REPEATED READING 2Although fluency has recently gained significance, Murray, Munger, and Clonan (2012) found the data verify that fluency may not be developing as it should (Murray et al., 2012). Other researchers have also uncovered alarming news about the foundational skills of secondary students. Paige, Rasinski, and Magpuri-Lavell (2012) declared that "we face a crisis in the United States concerning the literacy development of secondary students" (p. 73). For instance, the National Assessment of Educational Progress disclosed that only 35 percent of eighth-grade students scored at or above The Proficient level in reading (NAEP; National Center for Education Statistics, 2009). This statistic means that almost two-thirds of eighth grade students scored the proficient. Of this group that scored below proficient, the study revealed that 38.5% scored below Basic (Paige, et al., 2012). Roberts and colleagues added insight into these scores when they defined below Basic as "unable to understand important concepts and acquire new knowledge from grade-level-texts" (Roberts, Torgesen, Boardman, & Scammacca, 2008, p. 63).According to these statistics, students entering high school may lack basic reading skills.In light of these statistics, today's educators should be particularly alarmed about basic reading skills because in recent years, extensive research has established the need for college and career ready students to be proficient in independently reading complex informational content area text (Common Core State Standard Initiative, 2012).Educators expect twenty-first century students to read and comprehend at a very complex level. For instance, since Ohio and many other states have adopted, or are in the process of adopting, the Common Core State Standards for College and Career Readiness (CCSS), secondary students must possess basic, essential reading skills that allow them to read at ever increasingly complex level. Students must demonstrate independence and a THE EFFICACY OF REPEATED READING 3 wide-knowledge base. They must also show the ability to cite evidence to demonstrate understanding; evaluate the author's purpose, tone, and subtle nuances; critique, evaluate, and synthesize information (Common Core State Standard Initiative, 2012). Students need comprehension in order to apply higher level thinking skills such as, evaluation, synthesis, and construction. Students ...

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Prescriptive Analysis: Further Individualization of Hypothesis Testing in Brief Experimental Analysis of Reading Fluency

Cited by 19 publications

References 27 publications

Empirical Synthesis of the Effect of Standard Error of Measurement on Decisions Made Within Brief Experimental Analyses of Reading Fluency

Empirical Synthesis of the Effect of Standard Error of Measurement on Decisions Made Within Brief Experimental Analyses of Reading Fluency

Analyzing Math‐to‐mastery Through Brief Experimental Analysis

The Efficacy of Repeated Reading on Secondary Students' Oral Reading Fluency and Retell Fluency

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