Effects of a Reading Fluency Intervention on Middle School Students Attending a Residential Treatment Center for Youth with Emotional and Behavioral Disorders

Autor/inn/en	Devaney, Asenath A.; Begeny, John C.; Haskett, Mary E.; Ginns, Diana S.
Titel	Effects of a Reading Fluency Intervention on Middle School Students Attending a Residential Treatment Center for Youth with Emotional and Behavioral Disorders
Quelle	In: Contemporary School Psychology, 23 (2019) 4, S.367-378 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Begeny, John C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-2020
DOI	10.1007/s40688-018-0184-z
Schlagwörter	Emotional Disturbances; Behavior Disorders; Reading Difficulties; Academic Failure; Residential Programs; At Risk Persons; Dropouts; Intervention; Evidence Based Practice; Reading Tests; Standardized Tests; Reading Instruction; Reading Skills; Instructional Effectiveness; Teaching Methods; Reading Fluency; Middle School Students + Suchen Sie Ihr Suchwort? Gefühlsstörung; Reading difficulty; Leseschwierigkeit; Sozialer Wohnungsbau; Risikogruppe; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Lesetest; Standadised tests; Standardisierter Test; Leseunterricht; Reading skill; Lesefertigkeit; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	In the USA, students with emotional and behavioral disorders (EBD) are among the most vulnerable to have reading difficulties, experience general academic failure, and drop out of school. Students with EBD who receive schooling in residential treatment centers are at even greater risk for academic difficulties. To date, very little research has examined the impact of reading interventions for students educated within a residential treatment center. The primary goal of this two-part study was to evaluate the effects of a reading intervention with four students with EBD who were attending a residential treatment center. Each student received an evidence-based reading fluency intervention to increase their reading skills, and data collected in a multiple baseline design across participants demonstrated that each student responded favorably to the intervention. Standardized reading assessments, administered pre-post, supported evidence of intervention effectiveness. Implications for applied research and practice are discussed, including the implications for using participants' feedback to modify and enhance intervention procedures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01