ArticleBehavior analysis in practice2021
The Effect of the Establishment of Conditioned Reinforcement for Reading Content on Second-Graders' Reading Achievement.
Article in Behavior analysis in practice, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
1 citing paper in PubMed.
- Turning the page: Increasing young children's preference for looking at and engaging with books.Journal of applied behavior analysis · 2026Article
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Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
There remains a gap in the current literature as to how to reliably measure and increase students' "voluntary reading," based on research suggesting a relation between reading amount and reading achievement. We tested the effect of the establishment of conditioned reinforcement for reading via a collaborative shared reading (CSR) conditioning procedure on eight 2nd-grade students with and without learning disabilities and developmental disorders. This conditioning procedure was composed of opportunities for reciprocal reading and collaboration on comprehension and vocabulary tasks related to the reading content, such that partners (teacher-participant or participant-participant) were required to work together. We utilized a combined small-
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