A brief reading assessment and preference assessment were conducted with three participants with developmental and learning disabilities (i.e., two participants were diagnosed with Autism, the third participant was diagnosed with intellectual disability) who did not acquire fluent reading in previous individualized instruction. The results of the brief reading assessment were analyzed in an alternating treatment design and a preference assessment was conducted to determine the participants' preferred reading intervention. Following the results of the two assessments, a reading intervention that matched effectiveness with preference when possible or favored effectiveness when a match was not possible. The selected interventions (and later combined interventions) were implemented for each participant using an A-B-A-C or an A-B-A-C-D design. The results suggest that the four reading strategies are effective options for improving reading fluency. Also, a brief reading assessment can help identify an effective reading strategy. The results are discussed in the context of fluency gains, limitations, and implications for future research.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc1404559 |
| Date | 12 1900 |
| Creators | Braun, Emily Catherine |
| Contributors | Cihon, Traci, Ingvarsson, Einar, Ala'i-Rosales, Shahla |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | iv, 38 pages, Text |
| Rights | Public, Braun, Emily Catherine, Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved. |
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