| Popis: |
A multiple baseline across sibling pairs design was used to analyze the effects of a home-based, sibling-implemented repeated reading (RR) intervention on younger sibling oral reading fluency (ORF). Participants included four elementary students and their older siblings, all of whom were enrolled in a small, public school district. The sibling pairs completed the RR intervention procedures in their homes. Target variables included younger siblings’ ORF and errors and the older siblings’ adherence to intervention procedures. ORF was assessed using curriculum based measures, and adherence was assessed using intervention checklists and audio recordings of intervention sessions. Visual analysis of the data indicated that experimental control was not established, and intervention adherence was low for three of the four participating sibling pairs. Data from the fourth sibling pair shows a potential positive impact of consistent intervention implementation on target student ORF; however, more time and replications would be necessary before establishing a functional relationship. Discussion focuses on the connections between the present study and previous research on RR and home-based interventions, as well as limitations and recommendations for future research. |
