The effect of instructional set size on learning efficiency

Harris, Meredith T.; Noell, George H.; McIver, Elise B.; Miller, Sarah

doi:10.1080/03055698.2019.1668257

Cited by 2 publications

(1 citation statement)

References 27 publications

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“…As a result, intervention teams can achieve an optimal learning rate across a large number of students. Uncovering the frequency, length, cost, and impact of intervention requires researchers and educators to test, evaluate, and retest evidence-based procedures and program components across different contexts (Bramlett et al, 2010; Harris et al, 2021; Skinner, 2010).…”

Section: Intensive Interventionmentioning

confidence: 99%

Effects of an Explicit Decoding Plus Frequency Building Intervention on Word Reading Fluency for Students With Disabilities in an Urban Elementary Setting

Stocker

Kubina

Crumpler

et al. 2022

Learning Disability Quarterly

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Students with disabilities in upper elementary grades who read well below grade level often require one-to-one intensive intervention. The following study examines the effects of a combined explicit decoding plus frequency building intervention on consonant–vowel–consonant (CVC) word reading fluency. Participants included two third-grade students and one fourth-grade student from an urban elementary school receiving special education services. Delivered during the intervention block, the students practiced 5 to 8 min per day over 8 to 9 days per word list. The multiple probe design demonstrated an experimental effect for all three participants, with significant gains revealed on individual word lists, curriculum-based assessment, and curriculum-based measurement.

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Section: Intensive Interventionmentioning

confidence: 99%