Applying Brief Experimental Analysis to Empirically Select Interventions that Improve Oral Reading Fluency

Abstract

Learning to read is challenging for many students. The earlier below average readers receive reading interventions the more their reading might improve. Teachers typically select interventions based on personal preference and recommendations from others. This method is not the best because it does not account for student differences and learning limitations. Brief Experimental Analysis (BEA) is one approach that allows educators to compare the effects of various reading interventions (Burn & Wagner, 2008). The purpose of this study was to evaluate BEA as a tool to identify effective reading interventions for two second-grade students.