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Improving oral reading fluency by influencing students' choice of instructional procedures: an experimental analysis with two students with behavioral disorders
Author(s) -
Daly Edward J.,
Garbacz S. Andrew,
Olson Stephanie C.,
Persampieri Michael,
Ni Hong
Publication year - 2006
Publication title -
behavioral interventions
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.605
H-Index - 34
eISSN - 1099-078X
pISSN - 1072-0847
DOI - 10.1002/bin.208
Subject(s) - fluency , psychology , reading (process) , developmental psychology , antecedent (behavioral psychology) , variety (cybernetics) , mathematics education , cognitive psychology , social psychology , linguistics , philosophy , artificial intelligence , computer science
Abstract Choice as an antecedent intervention has been shown to improve student behavior in a variety of ways. This investigation examined whether students could be influenced to choose whether and how to be instructed while directly measuring effects on academic performance. Using a multiple‐probe design, the reading fluency of two middle school students with Behavioral Disorders was measured repeatedly across passages. Students could earn a tangible reward for meeting a pre‐determined performance criterion in passage reading. Prior to reading the criterion passage, each student was told that he or she could choose to be instructed or not be instructed in a similar passage with high content overlap. Both students consistently chose to be instructed (as well as how they would be instructed) and stable increases in oral reading fluency were obtained. Results are discussed in terms of how motivational variables can be used to influence students' choice of instructional procedures in ways that increase their opportunities to respond and measured learning. Copyright © 2006 John Wiley & Sons, Ltd.