Using BEA in a Virtual Reading Intervention

Abstract

According to the National Center for Education Statistics (2019), only 35% of 4th graders and 34% of 8th graders are proficient in reading. These statistics indicate the need for high-quality reading interventions. The purpose of this study is to examine how Brief Experimental Analysis (BEA) can be used to identify potentially effective interventions for oral reading fluency in a distance learning summer reading clinic. The two reading interventions used in this study are repeated reading and listening passage preview. Researchers assessed if these two interventions are stronger combined or separate for individual students. Researchers used an alternative treatment design to compare the full intervention to the BEA-selected intervention. Participants included 4 elementary-aged students. Interventions were given 3 times a week, about 30 minutes a session, for a month via Microsoft Teams. Researchers used Cold Times and Hot Times to track the effectiveness of each intervention using an alternating treatment design. Overall, researchers found that the combination of interventions and the single interventions created similar positive effects for participants. Interventions were delivered with fidelity and effectiveness in the distance learning format.