Use of Brief Instructional Trials to Identify Small Group Reading Strategies: A Two Experiment Study

Abstract

The Instructional Hierarchy (IH) has proven useful for understanding the functional properties of empirically valid instructional strategies. Investigators have relied heavily on the IH as a heuristic in conceptualizing instructional components used in brief experimental analyses. To date, only one investigation has applied brief experimental analysis results to small group reading interventions. The purpose of this paper is to describe two studies which used single session instructional trials to identify interventions that were subsequently applied to small group reading instruction. In both studies, individualized instructional trials that probed for skill and performance deficits were carried out and results suggested that all students benefited from the instructional intervention. Next, the intervention was implemented in a small group format. In Experiment 2, however, validation of the instructional package was carried out by the classroom teacher who delivered the instructional package to the small group. In both cases, extended experimental analyses suggested that the intervention was effective at improving all participants’ generalized reading fluency. Results of both studies are discussed in terms of how future studies can refine procedures for validating instructional and motivational components before classroom applications.