Corrective Reading as a Supplementary Curriculum for Students with Emotional and Behavioral Disorders

Autor/inn/en	McDaniel, Sara C.; Houchins, David E.; Terry, Nicole P.
Titel	Corrective Reading as a Supplementary Curriculum for Students with Emotional and Behavioral Disorders
Quelle	In: Journal of Emotional and Behavioral Disorders, 21 (2013) 4, S.240-249 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-4266
DOI	10.1177/1063426611433506
Schlagwörter	Behavior Disorders; Emotional Disturbances; Reading Difficulties; Statistical Significance; Program Effectiveness; Reading Programs; Self Contained Classrooms; Intervention; Reading Achievement; Corrective Reading; Measures (Individuals); Reading Tests; Student Placement; Instructional Materials; Fidelity; Peer Acceptance; Screening Tests; Teacher Education; Interrater Reliability; Statistical Distributions; Statistical Analysis; Reading Fluency; Reading Comprehension; Word Recognition; Elementary School Students; Secondary School Students; Woodcock Johnson Tests of Achievement; Woodcock Reading Mastery Test + Suchen Sie Ihr Suchwort? Gefühlsstörung; Reading difficulty; Leseschwierigkeit; Leseleistung; Leseerziehung; Messdaten; Lesetest; Schülerpraktikum; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Screening-Verfahren; Lehrerausbildung; Lehrerbildung; Interrater-Reliabilität; Wahrscheinlichkeitsverteilung; Statistische Analyse; Leseverstehen; Worterkennung; Sekundarschüler
Abstract	Reading deficits among students with emotional and behavioral disorders (E/BD) are well documented. One approach to addressing these deficits has been providing students with intensive and explicit reading instruction. In this study, 31 students with E/BD and reading deficits in self-contained settings were provided with 8 weeks of "Corrective Reading" plus "Language!" instruction following a 4-week baseline phase with "Language!" instruction only. Standardized Reading Fluency, Comprehension, Word Attack, and Letter-Word Identification subtests and general reading achievement results yielded statistically significant reading growth. Weekly oral reading fluency rates grew at a rate of 1.592 words per week during the baseline phase and 3.563 words per week during the intervention phase. Reading achievement gains were consistent across settings (self-contained classrooms and self-contained schools) and the "Corrective Reading" intervention was perceived as effective and beneficial to teachers and students. Limitations addressed include brief duration of intervention and relatively small sample size. Increasing the length of the intervention and number of participants are presented as future directions for research. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10