Degree
Doctor of Philosophy (PhD)
Department
The Lutrill & Pearly Payne School of Education
Document Type
Dissertation
Abstract
This study aimed to determine if brief experimental analysis (BEA) is effective in selecting early reading interventions and compare the judgment of pre-referral team members’ early reading intervention selections to BEA-selected early reading interventions. The study identified the factors used by pre-referral teams when identifying early reading interventions. A mixed-methods research design was used to answer the research questions. A single-subject design was utilized to identify the early reading interventions using BEA and compared the pre-referral team-selected interventions. The results from letter sound fluency probes and decodable word fluency probes obtained during the BEA and extended analysis phases were plotted with trend lines for visual analyses. Interviews were conducted to determine how pre-referral team members decided on intervention selection using semi-structured interview questions. Participants for the study were obtained from public schools in the Southeastern region of the United States (U.S.), including three 5-year-old Kindergarten students and three National Board Certified Teachers (NBCT) of the school’s pre-referral team.
Date
10-31-2024
Recommended Citation
White, Jessica, "Comparing Brief Experimental Analysis and Pre-Referral Team Judgment for Early Reading" (2024). LSU Doctoral Dissertations. 6624.
https://repository.lsu.edu/gradschool_dissertations/6624
Committee Chair
Margaret Mary Sulentic-Dowell
Included in
Curriculum and Instruction Commons, Early Childhood Education Commons, Educational Assessment, Evaluation, and Research Commons, Elementary Education Commons, Elementary Education and Teaching Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, Special Education and Teaching Commons