Szadokierski, Isadora Elisabeth2013-02-082013-02-082012-11https://hdl.handle.net/11299/144061University of Minnesota Ph.D. dissertation. November 2012. Major: Educational psychology. Advisors:Matthew K. Burns, PhD, Jennifer McComas, PhD. 1 computer file (PDF); x, 133 pages, appendice A-E.The current study used the Learning Hierarchy/Instructional Hierarchy (LH/IH) to predict intervention effectiveness based on the reading skills of students who are developing reading fluency. Pre-intervention reading accuracy and rate were assessed for 49 second and third grade participants who then participated in a brief experimental analysis (BEA) to determine whether each participant responded best to an acquisition or a proficiency intervention package. Analyses indicate significant baseline differences between students who responded to each intervention package. Moreover, accuracy and rate have a positive correlation with proficiency intervention effectiveness and a negative correlation with acquisition intervention effectiveness. Predictive models and potential accuracy and rate cut scores for making intervention decisions were also investigated.en-USAccuracyFluencyInstructional hierarchyRateReading interventionThesis or Dissertation