Research in Reading Interventions for Students with Emotional and Behavioral Disorders

• Published in: Journal of the American Academy of Special Education Professionals pp. 34 - 44
• Main Authors: Hoang, Thienhuong, Oshiro, Michael
• Format: Journal Article
• Language: English
• 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
• ISSN: 2325-7466

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.