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Outcomes of a teacher-led reading intervention for elementary students at-risk for behavioral disorders
Lane, Kathleen Lynne Little, M. Annette Redding-Rhodes, Jenny Phillips, Andrea Welsh, Megan T.
Lane, Kathleen Lynne
Little, M. Annette
Redding-Rhodes, Jenny
Phillips, Andrea
Welsh, Megan T.
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Abstract
To date, reports of reading interventions for students at risk for emotional/behavioral disorders (E/BD) that have been published in refereed journals have involved sustained support by university or school-site personnel. This study examined the efficacy and feasibility of a reading intervention that 2 general education teachers implemented in inclusive settings to support 7 first-grade students at risk for E/BD and reading difficulties. Results of a multiple baseline design revealed lasting improvements in reading fluency for all students, accompanied by decreases in variability of academic engagement for 4 students. Although intervention goals, procedures, and outcomes exceeded teacher expectations, social validity ratings for some students declined between the onset and the conclusion of the intervention. This article presents limitations, future directions, and educational implications.
Description
This is the publisher's version, also found here: http://cec.metapress.com/content/g8686u4nu0p8772l/?p=1258705a1fcb41948563bb666b6ae215&pi=2
Date
2007
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Publisher
Council for Exceptional Children
Research Projects
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Keywords
Reading, Reading intervention, Education, Students with disabilities, Primary education, Emotional problems of children, Behavior disorders in children, Curriculum-based assessment
Citation
Lane, K.L., Little, M.A., et al. (2007) Outcomes of a teacher-led reading intervention for elementary students at-risk for behavioral disorders. Exceptional Children, 74(1), 47-70.