Date of Award


Degree Name

Doctor of Philosophy




The validation of specific reading intervention components in increasing oral reading fluency is evident within the literature for academic responding. However, much of the literature examines these components using single-case designs on an individual basis across students. This study utilized response-guided experimentation in the context of a small group reading instruction with four 4th graders (three male and one female) while examining individual patternsof student responding for oral reading fluency. Acquisition, fluency, and consequential components were examined in a dismantling fashion. Sequential modifications of the treatment package and its components were utilized within a multiple-baseline design in order to identify the most effective, yet efficientreading intervention package. The results indicated that all potential combinations of the package were effective in producing favorable effect sizes over thetypical instruction control condition. However, an effective, more efficient package subtracting the reward component was identified and produced substantial increases in performance across all students.

Access Setting

Dissertation-Open Access