Reading Interventions for Students with Reading and Behavioral Difficulties: A Meta-Analysis and Evaluation of Co-Occurring Difficulties

Autor/inn/en	Roberts, Garrett J.; Cho, Eunsoo; Garwood, Justin D.; Goble, Grant H.; Robertson, Taryn; Hodges, Abby
Titel	Reading Interventions for Students with Reading and Behavioral Difficulties: A Meta-Analysis and Evaluation of Co-Occurring Difficulties
Quelle	In: Educational Psychology Review, 32 (2020) 1, S.17-47 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Roberts, Garrett J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-019-09485-1
Schlagwörter	Reading Instruction; Intervention; Reading Difficulties; Behavior Problems; Comorbidity; Elementary School Students; Secondary School Students; Instructional Effectiveness; Outcomes of Education; Reading Research + Suchen Sie Ihr Suchwort? Leseunterricht; Reading difficulty; Leseschwierigkeit; Sekundarschüler; Unterrichtserfolg; Lernleistung; Schulerfolg; Leseforschung
Abstract	This meta-analysis systematically identified reading intervention research for students with reading difficulties and problem behaviors in grades K-12 to determine the (a) impact of these reading interventions on reading outcomes and (b) extent to which reading outcomes varied based on student characteristics (e.g., grade, disability), intervention characteristics (e.g., group size, additional behavioral supports), and quality indicator characteristics. Follow-up analyses investigated three of the four hypothesized mechanisms underlying the high co-occurrence rate between reading difficulties and problem behaviors: (a) reading difficulties lead to future problem behaviors, (b) problem behaviors lead to future reading difficulties, and (c) a bi-directional association exists between reading difficulties and problem behaviors. Eleven studies were identified. There was a statistically significant main effect of reading interventions on reading outcomes (g = 0.86, p < 0.01). We did not find evidence to support either of the three stated hypotheses. The primary limitation of this study was a lack of reading intervention research for students with reading difficulties and problem behaviors. Due to the limited sample of intervention research to investigate the first three hypotheses, future intervention research is needed to better understand the relationship between reading and behavior difficulties. Furthermore, future reading intervention research is needed to better understand how to best develop a program of instruction for this population of students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01