{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,3,23]],"date-time":"2026-03-23T11:42:48Z","timestamp":1774266168371,"version":"3.50.1"},"reference-count":41,"publisher":"Wiley","issue":"3","license":[{"start":{"date-parts":[[2013,2,27]],"date-time":"2013-02-27T00:00:00Z","timestamp":1361923200000},"content-version":"vor","delay-in-days":3832,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":["onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["J of App Behav Analysis"],"published-print":{"date-parts":[[2002,9]]},"abstract":"<jats:p>A brief experimental analysis was used to evaluate the relative effectiveness of combining two consequences (contingent reinforcement or performance feedback) with an antecedent intervention (listening passage preview and repeated readings) on the oral reading fluency of 6 elementary students. The antecedent intervention increased the number of correctly read words per minute for all 6 students. For 4 of the students, pairing the antecedent intervention with either of the consequences resulted in higher reading rates over the antecedent intervention alone. Undifferentiated results were obtained for the remaining 2 participants. These results suggest that combining an antecedent intervention with consequences may enhance the oral reading fluency of students with reading problems. However, individual responsiveness to the different intervention components indicates that brief experimental analyses are warranted to identify the most effective intervention.<\/jats:p>","DOI":"10.1901\/jaba.2002.35-271","type":"journal-article","created":{"date-parts":[[2006,3,1]],"date-time":"2006-03-01T22:36:27Z","timestamp":1141252587000},"page":"271-281","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":98,"title":["IMPROVING ORAL READING FLUENCY: A BRIEF EXPERIMENTAL ANALYSIS OF COMBINING AN ANTECEDENT INTERVENTION WITH CONSEQUENCES"],"prefix":"10.1002","volume":"35","author":[{"given":"Tanya L.","family":"Eckert","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Scott P.","family":"Ardoin","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"suffix":"III","given":"Edward J.","family":"Daly","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"Brian K.","family":"Martens","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"311","published-online":{"date-parts":[[2013,2,27]]},"reference":[{"key":"e_1_2_1_2_1","first-page":"556","article-title":"Fluency: The neglected reading goal","volume":"36","author":"Allington R.","year":"1983","journal-title":"The Reading Teacher"},{"key":"e_1_2_1_3_1","doi-asserted-by":"crossref","first-page":"21","DOI":"10.1177\/002221947701000904","article-title":"The effects of self\u2010 and externally\u2010imposed schedules of reinforcement on oral reading performance","volume":"10","author":"Billingsley F. 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