Research in Reading Interventions for Students with Emotional and Behavioral Disorders

The purpose of this study is to examine research trends in reading intervention research for students with emotional and behavioral disorders (EBD). Thirty studies published between 1990 and 2010 that met all pre-established criteria were included in the descriptive analyses. The authors examined th...

Full description

Saved in:
Bibliographic Details
Published inJournal of the American Academy of Special Education Professionals pp. 34 - 44
Main Authors Hoang, Thienhuong, Oshiro, Michael
Format Journal Article
LanguageEnglish
Published American Academy of Special Education Professionals 2011
Subjects
Behavior Disorders
Curriculum Based Assessment
Disabilities
Elementary School Students
Emotional Disturbances
High School Students
Intervention
Literature Reviews
Middle School Students
Reading Difficulties
Reading Instruction
Reading Skills
Regular and Special Education Relationship
Research Design
Special Education
Online AccessGet full text

Cover

More Information
Summary:The purpose of this study is to examine research trends in reading intervention research for students with emotional and behavioral disorders (EBD). Thirty studies published between 1990 and 2010 that met all pre-established criteria were included in the descriptive analyses. The authors examined the literature to assess the following variables across time: (a) participant characteristics, (b) participant placements, (c) study type used, (d) outcome measures, and (e) intervention areas. Results indicated that researchers mostly used single-subject designs; the main intervention area in most of the studies was fluency; most of the studies were conducted with participants from resource room models and the number of studies on reading interventions for students with EBD was overall very limited.
ISSN:2325-7466