Empirically evaluating the effectiveness of reading interventions: The use of brief experimental analysis and single case designs

By Tanya L. Eckert, S. Ardoin, Donna M. Daisey, Mark D. Scarola. 2000

99 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/81f0baef6628639b4b548dab84fda40e67acff17

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Cognitive Neuroscience

1. Paul L. Morgan
2. Georgios D. Sideridis
3. Sandra M. Chafouleas

In Developmental and Educational Psychology

1. Paul L. Morgan
2. Georgios D. Sideridis
3. B. Martens
4. Sandra M. Chafouleas

In Statistics and Probability

1. Paul L. Morgan
2. Georgios D. Sideridis
3. B. Martens
4. Sandra M. Chafouleas

Citations in the corpus

• Fluent Reading as the Improvement of Stimulus Control: Additive Effects of Performance-Based Interventions to Repeated Reading on Students' Reading and Error Rates (2004, methodology): “This basal reading series was selected given availability of prepared materials in a format conducive for measuring oral reading fluency, and given use in previous research studies examining reading fluency (see Daly, Martens, Dool, & Hintze, 1998; Daly, Martens, Hamler, Dool, & Eckert, 1999; Ecker”
• Contrasting the Effectiveness of Fluency Interventions for Students with or at Risk for Learning Disabilities: A Multilevel Random Coefficient Modeling Meta–Analysis (2006, background): “The student set goals for the amount of time it would take him or her to read the passage aloud (e.g., Eckert, Ardoin, Daisey, & Scarola, 2000).”