title: Brief experimental analysis of early reading interventions.
abstract: The purpose of this study was to investigate how brief experimental analyses (BEAs) could be used to identify effective interventions for Kindergartners (2 girls and 2 boys, 5 years and 7-10 months old) with low performance and/or growth slope in letter sound fluency (LSF). Interventions were tested within a multielement design with brief mini-reversals until an intervention yielding at least 20% improvement ona specific subskill measure or a curriculum-based measure of LSF was identified. BEA-identified interventions were implemented one-on-one for 5 to 9 weeks. A multiple-baseline design across participants showed large intervention effects (average adjusted d=2.4) on general outcome measures, supporting treatment validity of BEAs. Findings extend the BEA literature to younger participants, early reading interventions, and early reading measures.
authors.affiliation: University of Minnesota, USA. annalind@hi.is
authors.forename: Anna-Lind
authors.initials: AL
authors.lastname: Petursdottir
authors.forename: Kristen
authors.initials: K
authors.lastname: McMaster
authors.forename: Jennifer J
authors.initials: JJ
authors.lastname: McComas
authors.forename: Tracy
authors.initials: T
authors.lastname: Bradfield
authors.forename: Viveca
authors.initials: V
authors.lastname: Braganza
authors.forename: Julie
authors.initials: J
authors.lastname: Koch-McDonald
authors.forename: Roxana
authors.initials: R
authors.lastname: Rodriguez
authors.forename: Haley
authors.initials: H
authors.lastname: Scharf
mesh_terms: D002657:Child Development; D002675:Child, Preschool; D018479:Early Intervention, Educational / Q000706:statistics & numerical data*; D005260:Female; D006801:Humans; D008297:Male; D011237:Predictive Value of Tests; D011932:Reading; D013060:Speech