Using BEA to Modify Packaged Reading Interventions for English Learners

dc.contributor.advisor	Axelrod, Michael I.
dc.contributor.advisor	Coolong-Chaffin, Melissa
dc.contributor.author	Dernbach, Mallory
dc.contributor.author	Moua, Christopher
dc.date.accessioned	2016-04-08T15:47:08Z
dc.date.available	2016-04-08T15:47:08Z
dc.date.issued	2015-04
dc.description	Color poster with text, charts, and graphs.	en
dc.description.abstract	The purpose of this study was twofold. First, the study tested if Brief Experimental Analysis (BEA) could be used to empirically-select a reading fluency intervention for four English Learners (ELs). Second, the study investigated if the selected interventions would yield positive reading fluency outcomes when modified into a prepackaged reading intervention program for ELs.	en
dc.description.sponsorship	University of Wisconsin--Eau Claire Office of Research and Sponsored Programs	en
dc.identifier.uri	http://digital.library.wisc.edu/1793/74677
dc.language.iso	en_US	en
dc.relation.ispartofseries	USGZE AS589	en
dc.subject	Literacy	en
dc.subject	Brief experimental analysis	en
dc.subject	Posters	en
dc.subject	ESL	en
dc.subject	Reading fluency	en
dc.title	Using BEA to Modify Packaged Reading Interventions for English Learners	en
dc.type	Presentation	en

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