A brief experimental analysis for identifying instructional components needed to improve oral reading fluency

Brief experimental analyses of oral reading fluency were conducted with 4 p articipants who had been referred by teachers and parents for reading probl ems. The procedures involved the sequential application of reading interven tions to improve students' oral reading fluency. Following a baseline condi tion, instructional treatments were combined with prior conditions until th ere was improvement in oral reading fluency in the instructional passages a nd passages with high content overlap. Differentiated response patterns, as sessed via a multielement design, were obtained for all participants. Resul ts are discussed in terms of the potential benefits and limitations of cond ucting brief experimental analyses for selecting reading interventions.