Scott P. Ardoin

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Although extensive research supports repeated readings (RR) as an intervention for improving reading fluency, it largely ignores reading prosody, which is a key component of reading fluency. The current study extends the RR literature by examining the impact of RR on prosody and whether the content of directions and feedback might impact what components of(More)
Probabilistic reward has been shown to affect children's choice behavior in game-like activities. We examined the effects of a lottery system containing progressively lower exchange ratios on children's completion of math problems. Two of the 3 children completed problems above baseline levels until the chance of exchange dropped to 25%. This study(More)
The purpose of the current study was to explore the relationship between prosody, which is the expressive quality of reading out loud, and reading comprehension in adults with low literacy skills compared to skilled readers. All participants read a passage orally, and we extracted prosodic measures from the recordings. We examined pitch changes and how long(More)
Research and policy have established that data are necessary to guide decisions within education. Many of these decisions are made within problem solving and response to intervention frameworks for service delivery. Curriculum-Based Measurement in Reading (CBM-R) is a widely used data collection procedure within those models of service delivery. Although(More)
Curriculum-based measurement Reading (CBM-R) is an assessment procedure used to evaluate students' relative performance compared to peers and to evaluate their growth in reading. Within the response to intervention (RtI) model, CBM-R data are plotted in time series fashion as a means modeling individual students' response to varying levels of instruction(More)
Children with attention deficit hyperactivity disorder (ADHD) are often treated with central nervous system stimulants, making the evaluation of medication effects an important topic for applied behavior analysts. Because assessment protocols emphasize informant reports and direct observations of child behavior, little is known about the extent to which(More)
Repeated readings (RR) has garnered much attention as an evidence based intervention designed to improve all components of reading fluency (rate, accuracy, prosody, and comprehension). Despite this attention, there is not an abundance of research comparing its effectiveness to other potential interventions. The current study presents the findings from a(More)
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