Identifying Effective School-Based Reading Interventions: A Review of the Brief Experimental Analysis Literature

Tanya L. Eckert
Erin K. Dunn
Melissa A. Rosenblatt
Adrea J. Truckenmiller
Syracuse University

Abstract: Identifying effective interventions for students experiencing reading difficulties may be a challenging endeavor for school-based personnel. Recent applications of brief experimental analysis methodologies to the area of reading have provided an alternative strategy for empirically identifying effective reading fluency interventions. This article reviews conceptual, methodological, and empirical issues related to the identification of effective reading fluency interventions using a brief experimental analysis paradigm. First, we provide an overview of the methodology associated with conducting a brief experimental analysis of reading fluency interventions. Second, we review empirical studies that have reported the validity of incorporating brief experimental analysis of reading fluency interventions to improve students’ reading performance. Third, we illustrate how brief experimental analysis can be used in school settings by presenting two case examples that may serve as a guide for school-based practice. Fourth, we discuss important methodological issues that need to be considered as well as delineating recommendations for practice and future research efforts.

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