American Speech-Language-Hearing Association

EBP Compendium: Summary of Systematic Review


Determining an Effective Intervention within a Brief Experimental Analysis for Reading: A Meta-Analytic Review

Burns, M. K., & Wagner, D. (2008).
School Psychology Review, 37(1), 126-136.

Indicators of Review Quality:

The review addresses a clearly focused question Yes
Criteria for inclusion of studies are provided Yes
Search strategy is described in sufficient detail for replication Yes
Included studies are assessed for study quality No
Quality assessments are reproducible N/A

Description: This is a systematic review of experimental studies investigating the effect of reading fluency interventions in elementary school-aged children.

Question(s) Addressed:

  1. “What magnitude of effect was needed to identify an effective intervention within BEA [brief experimental analysis]?” (p. 130).
  2. “What effects were associated with interventions used within BEA?” (p. 131).
  3. “Were effects moderated by passage type?” (p. 131).

Population: Children in grades two through six.

Intervention/Assessment: Interventions investigated in this review included: incentives, performance feedback, student passage preview, listening passage preview, repeated reading, and phrase drills.

Number of Studies Included: 13

Years Included: Not further specified

Findings:

Conclusions:

  • Treatment
    • Language
      • Reading
        • "The data for the individual interventions and intervention combinations suggest that there is a relatively extensive list of effective interventions from which to select interventions for BEA" (p. 133).
        • The interventions with the largest effects were the combination of listening passage, repeated reading, and performance feedback with and without incentives.
        • Further investigation is warranted to further examine combined and single interventions.

Keywords: Literacy

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Added to Compendium: December 2011

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