Use of Brief Instructional Trials to Identify Small Group Reading Strategies: A Two Experiment Study

Effects of Fluency Versus Accuracy Training on Endurance and Retention of Assembly Tasks by Four Adolescents with Developmental Disabilities

“…For example, McCurdy et al (2007) reported greater generalization as a function of oral reading fluency training, and Montarello and Martens (2005) found greater endurance effects (e.g., faster rates of responding over 10 min) in math computation as a function of fluency training. These studies demonstrated the benefits of fluency training, but failed to examine whether fluent performance was an essential and necessary component of the training, or whether the teaching tactics along with accuracy criterion performance were sufficient to produce such benefits.…”

Applying Behavior Analytic Procedures to Effectively Teach Literacy Skills in the Classroom

“…For instance, in the McCurdy et al. () study, researchers found through brief experimental analyses that an instructional package consisting of modeling, repeated practice, and contingent performance feedback was effective for helping a small group of students improve their reading passage performance.…”

“…Brief experimental single-case analyses consist of many of the same elements that are involved in conducting single-case experimental designs; however, brief analyses involve reducing the number of sessions on which performance data are obtained (e.g., Andersen, Daly, & Young, 2013). Over the past couple of decades, Daly and colleagues have revealed the benefits of conducting brief experimental single-case analyses for efficiently identifying effective instructional components that address the particular instructional needs of individual students and small groups of students (e.g., Daly, Martens, Hamler, Dool, & Eckert, 1999;McCurdy, Daly, Gortmaker, Bonfiglio, & Persampieri, 2007). For instance, in the McCurdy et al (2007) study, researchers found through brief experimental analyses that an instructional package consisting of modeling, repeated practice, and contingent performance feedback was effective for helping a small group of students improve their reading passage performance.…”

Evidence-Based Instruction Is Not Enough

“…Instructional efficiency is maximized when teachers match instruction with their students' learning needs (McCurdy, Daly, Gortmaker, Bonfiglio, & Persampieri, 2007). The majority of students with learning problems are students who can learn but do so at very slow rates.…”