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Dissertation/Thesis Abstract

Long term effectiveness of brief experimental analysis indicated academic interventions
by Rime, William J., M.A., California State University, Long Beach, 2010, 66; 1490412
Abstract (Summary)

The present study is based on an experimental design and employed a single subject, multiple baseline (ABAB) design to compare indicated and contra-indicated oral reading fluency interventions. The purpose of the study was to obtain data to determine the long-term stability and effectiveness of BEA indicated interventions. The entire study took place over an 8-month period. The researcher hypothesized that the BEA indicated intervention would remain the most effective intervention and that the two most effective BEA indicated interventions, in combination, would produce greater gains than only one BEA indicated intervention, and the contra indicated intervention, over the course of an extended analysis. Results of the study indicated that, overall, the indicated intervention did appear to remain the most effective although different conclusions could be drawn based on which indices were used to assess the most effective treatment in the long term.

Indexing (document details)
Advisor: Powers, Kristin
School: California State University, Long Beach
School Location: United States -- California
Source: MAI 49/04M, Masters Abstracts International
Subjects: Elementary education, Educational psychology, Literacy, Reading instruction
Publication Number: 1490412
ISBN: 978-1-124-55026-8
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