2023
DOI: 10.1111/ldrp.12308
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Monitoring Reading Component Skills during a Word‐Level Intervention for Adolescents with Limited Reading Proficiency

Abstract: This study examined incremental change for several reading component skills while adolescents were actively learning a word‐level intervention and measured pre‐/postintervention change in skills. Six ninth graders in two different classes participated during the 2019–2020 academic year. Primary analysis was based on an A‐B single‐case design across behaviors and participants to observe change in skills proximal to the intervention. Visual analyses of baseline and intervention phase data indicated correlational… Show more

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