___

• Aydın, M. (Ed.). (2008). İlköğretim Türkçe Ders Kitabı 6. Sınıf. Ankara: Koza Yayınları.
• Baranek, A., Fienup, D. M., & Pace, G. (2010). Brief experimental analysis of sight word interventions: A comparision of acquisition and maintanence of detected interventions. Behavior Modification, 35, 78-94.
• Billingsley, F., White, O.R., & Munson, R. (1980). Procedural reliability: A rationale and an example. Behavioral Assessment. 2, 229-241.
• Bross, J., Wickstrom, K.F., Jones, K., Magnan, J., & Hennon, C. (2006). Addressing the oral reading fluency needs of students using the brief assessment model. Miami University, Specialist in Education Depertment of Educational Psychology, Oxford: Ohio.
• Chafouleas, S.M., Martens, B.K., Dobson, R.L., Weinstein, K.S., & Gardner, K.B. (2004). Fluent reading as the improvement of stimulus interventions to repeated reading on students reading and error rates. Journal of Behavioral Education, 13, 67-81.
• Daly, E. J., Martens, B. K., Dool, E. J., & Hintze, J. M. (1998). Using brief functional analysis to select interventions for oral reading. Journal of Behavioral Education, 8, 203-218.
• Daly, E. J., Martens, B. K., Hamler, K. R., Dool, E. J., & Eckert, T. L. (1999). A brief experimental analysis for identifying instructional components needed to improve oral reading fluency. Journal of Applied Behavior Analysis, 32, 83-94.
• Daly, E. J., Murdoch, A., Lillenstein, L., Webber, L., & Lentz, F. E. (2002). An examination of methods for testing treatments: Conducting brief experimental analyses of the effects of instructional components on oral reading fluency. Education and Treatment of Children, 25, 288-316.
• Daly, E.J., III, Witt, J.C., Martens, B.K., & Dool, E.J. (1997). A model for conducting a functional analsis of academic performance problems. School Psychology Review, 26, 554-574.
• Eckert, T. L., Ardoin, S. P., Daisey, M. D., & Scarola, M. D. (2000). Empirically evaluating the effectiveness of reading interventions: The use of brief experimental analysis and single case desing. Psychology in the Schools, 37, 463-473
• Eckert, T. L., Ardoin, S. P., Daly, E. J., & Martens, B. K. (2002). Improving oral reading fluency. A brief experimental analysis of combing an antecedent intervention with consequences. Journal of Applied Behavior Analysis, 35, 271-281
• Erden, G., Kurdoğlu, F. ve Uslu, R. (2002). İlköğretim okullarına devam eden Türk çocuklarının sınıf düzeylerine göre okuma hızı ve yazım hataları normlarının geliştirilmesi. Türk Psikiyatri Dergisi, 13 (1), 5-13.
• Gast, D. L. (2010). Single subject research methodology in behavioral sciences. New York: Taylor & Francis.
• Geçmen C. (Ed.). (2006). İlköğretim Türkçe Ders Kitabı 6. Ankara: Özgün Matbaacılık.
• Güler, Ö. ve Güzel-Özmen, R. (2010). Using the brief experimental analysis to determine the effective reading comprehension strategy in story comprehension of students with mental retardation (Electronic version). International Online Journal of Educational Sciences, 2 (3), 930-954.
• Güzel-Özmen, R. (2011). Evaluating the effectiveness of combined reading interventions on improving oral reading fluency of students with reading disabilities. Electronic Journal of Research in Educational Psychology, 9(3) 1063-1086.
• Güzel-Özmen, R. ve Çevik, G. (2005). The effectiveness of antecedent and consequence interventions using combined and seperated formats on oral reading fluency. 14th European Conference on Reading Zagreb.
• Güzel-Özmen, R., Karakoç, T., Çakmak, S. ve Özdemir, S. (2009). Kısa deneysel analizle az gören öğrencilerde okuma hızında etkili olan sağaltım yönteminin seçimi, Uluslararası 5. Balkan Eğitim ve Bilim Kongresi’nde sunulmuş bildiri, Edirne.
• Holcombe, A., Wolery, M., & Gast, D. L. (1994). Comparative single-subject research: Description of designs and discussion of problems. Topics in Early Childhood Special Education, 14, 119-145.
• House, A.W., House, B.G., & Campbell, M. B. (1981). Measures of interobserver agreement: Calculation formula and distribution effect. Journal of Behavioral Assessment, 3, 37-57.
• Jones, K.M., & Wickstrom KF. (2002). Done in sixty seconds: Further analsis of the brief assessment model for academic problems. School Psychology Review, 31, 554-568.
• Malloy, K.J., Gilbertson, D., & Maxfield J. (2007). Use of brief experimental analsis for selecting reading interventions for english language learners. School Psychology Review, 36, 291-310.
• Mıhçı A.İ., Başer S., Yörük S., & Yörük Y. (2001). İlköğretim Türkçe 6. İstanbul: Serhat Yayınları.
• Murdoch, A., Lillenstien, L., Webber, L., & Lentz, F. E. (2002). An examination of methods for testing treatments: conducting brief experimental analsis of the effects of instructional components on oral reading fluency. Education and Treatment of Children, 25, 288-316.
• Noell, G.H., Gansle, K.A., Witt, J.C., Whitmarsh, E.L., Freeland, J.T., Lafleur, L.H., Gilbertson, D.N., & Northup, J. (1998). Effects of contingent reward and intruction on oral reading performance at differing levels of passage difficulty. Journal of Applied Behavior Analsis, 31, 659-663.
• Noell, G.H., Freeland, J.T., Witt, J.C., & Gansle, K.A. (2001). Using brief assessment to identify effective interventions for individual students. Journal of School Psychology, 39, 335-355.
• Shinn, M. R. (1989). Curriculum-based measurement: Assessing special children. New York: Guilford Press.
• VanAuken, T.L., Chafouleas, S.M., Brandley, T.A., & Martens, B.K. (2002). Using brief experimental analsis to select oral reading interventions: An investigation of treatment utility. Journal of Behavioral Education, 11, 163-179.
• Wilber, A., & Cushman, T. P. (2006). Selecting effective academic interventions: an example using brief experimental analysis for oral reading. Psychology in the Schools, 43, 79-84.