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Direct linkEthan R. Van Norman; Jaclin Boorse; David A. Klingbeil – Grantee Submission, 2024
Despite the increased number of quantitative effect sizes developed for single-case experimental designs (SCEDs), visual analysis remains the gold standard for evaluating methodological rigor of SCEDs and determining whether a functional relation between the treatment and the outcome exists. The physical length and range of values plotted on x and…
Descriptors: Visual Aids, Outcomes of Education, Oral Reading, Reading Comprehension
Ethan R. Van Norman; Jaclin Boorse; David A. Klingbeil – Journal of Behavioral Education, 2024
Despite the increased number of quantitative effect sizes developed for single-case experimental designs (SCEDs), visual analysis remains the gold standard for evaluating methodological rigor of SCEDs and determining whether a functional relation between the treatment and the outcome exists. The physical length and range of values plotted on x and…
Descriptors: Visual Aids, Outcomes of Education, Oral Reading, Reading Comprehension
Kirsten J. Truman; Ethan R. Van Norman; David A. Klingbeil; Madeline C. Schmitt; Peter M. Nelson; David C. Parker – Assessment for Effective Intervention, 2024
Relatively little is known regarding post-intervention reading fluency outcomes for English learners (ELs) in comparison with non-EL peers, yet educators must be prepared to sustain growth for all students transitioning to less-intensive tiers of support. The purpose of this study was to investigate whether EL status moderated post-intervention…
Descriptors: English Language Learners, Second Language Learning, Oral Reading, Reading Fluency
Ethan R. Van Norman; David A. Klingbeil; Kristen Truman; Peter M. Nelson; David C. Parker – Grantee Submission, 2024
The transition from sounding out unfamiliar words to effortlessly reading connected text does not occur all at once nor at the same rate for students. The purpose of this study was to explore the accuracy of three decision rules (data point, median, and trend line) applied to progress monitoring outcomes of alphabetic principle (nonsense word…
Descriptors: Progress Monitoring, Outcomes of Education, Reading Rate, Word Recognition
Ethan R. Van Norman; David A. Klingbeil; Kirsten Truman; Peter M. Nelson; David C. Parker – Remedial and Special Education, 2024
The transition from sounding out unfamiliar words to effortlessly reading connected text does not occur all at once or at the same rate for students. The purpose of this study was to explore the accuracy of three decision rules (data point, median, and trend line) applied to progress monitoring outcomes of alphabetic principle (nonsense word…
Descriptors: Progress Monitoring, Outcomes of Education, Reading Rate, Word Recognition
