Publication Date

Summer 2018

Advisor(s) - Committee Chair

Jenni Redifer (Director), Carl Myers, Ryan Farmer

Degree Program

Department of Psychology

Degree Type

Specialist in Education

Abstract

Reading fluency is the ability to decode connected text with accuracy and speed (Archer, Gleason, & Vachon, 2003; Daly, Neugebauer, Chafouleas, & Skinner, 2015), and is generally measured by how many words a student can read in a minute. Selfefficacy is the judgment people make about their own performance levels for specific abilities, which affects their motivation and behaviors concerning those abilities (Bandura, 1977). It is unknown if repeated reading or interval sprinting reading interventions have an effect on reading self-efficacy. Two third-grade students with low reading fluency participated in an alternate treatment design, using repeated reading and interval sprinting reading interventions. After each session, reading self-efficacy was assessed using the Children’s Intervention Rating Profile (CIRP; Witt & Elliot, 1985). Results indicated that neither student’s reading fluency increased as expected with single session dosage, but their reading self-efficacy did increase for both the repeated reading and interval sprinting interventions. Student 2 demonstrated an increase in reading fluency and reading self-efficacy following the repeated reading intervention when the intervention dosage was increased. Both students reported increases in reading self-efficacy, even when their reading fluency did not increase, suggesting these interventions may provide benefits beyond simply increasing the number of words a student can read in one minute

Disciplines

Applied Behavior Analysis | Educational Psychology | Psychology | School Psychology

Available for download on Wednesday, August 05, 2020

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