ERIC Number: EJ1365439
Record Type: Journal
Publication Date: 2023-Feb
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0731-9487
EISSN: EISSN-2168-376X
Single-Case Experimental Design for Evaluating Basic Reading Interventions for Students with Learning Disabilities: An Illustrative Case
Berkeley, Sheri; Hock, Michael; Washburn, Jocelyn
Learning Disability Quarterly, v46 n1 p6-16 Feb 2023
Many students with learning disabilities (LD) do not master basic reading skills, which affects later reading fluency and reading comprehension development. Single-case experimental design (SCED) research yields unique opportunities to better understand which aspects of a basic reading intervention are effective with a particular student, including the individual's rate of growth, stability, or maintenance of acquired skills, and whether or not modifications need to be made to the intervention under study. In this article, we use a case study illustration to highlight unique considerations for using SCED research to investigate basic reading interventions for students with LD. Finally, we provide a discussion of future directions and a potential shift in SCED methodology that is responsive to the comprehensive and multiple skill nature of reading instruction.
Descriptors: Learning Disabilities, Students with Disabilities, Reading Skills, Intervention, Program Effectiveness, Skill Development, Case Studies, Educational Research, Research Methodology
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://bibliotheek.ehb.be:2993
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A