Reliability of the Brief Assessment Model
Abstract (Summary)The purpose of this study was to examine the efficacy of utilizing the brief assessment model to guide the selection of intervention strategies that would be expected to produce gains in the generalization of students’ reading ability. This study also examined the reliability of the brief assessment model and the social validity of using the model within the school environment. A brief assessment was conducted with each participant during the fall of the school year to determine the most effective instructional strategy. That strategy was then implemented as an intervention. Another brief assessment was conducted in the spring and the results were compared with the fall brief assessment. The instructional strategies identified in the fall were replicated in spring in 3 of the 4 participants. The generalization effects of the identified instructional strategy were monitored. Significant generalized gains in oral reading fluency were observed in 3 of the 4 participants.
School Location:USA - Ohio
Source Type:Master's Thesis
Date of Publication:01/01/2004