Problem Behaviors and Response to Reading Intervention for Upper Elementary Students with Reading Difficulties

Autor/inn/en	Roberts, Garrett J.; Vaughn, Sharon; Roberts, Greg; Miciak, Jeremy
Titel	Problem Behaviors and Response to Reading Intervention for Upper Elementary Students with Reading Difficulties
Quelle	In: Remedial and Special Education, 42 (2021) 3, S.169-181 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932519865263
Schlagwörter	Behavior Problems; Response to Intervention; Learning Disabilities; Reading Difficulties; Students with Disabilities; Elementary School Students; Preadolescents; Grade 4; Grade 5; Reading Comprehension; Attention Deficit Hyperactivity Disorder; Correlation; Urban Schools; Reading Tests; Achievement Tests; Gates MacGinitie Reading Tests; Social Skills Improvement System Rating Scales; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Reading difficulty; Leseschwierigkeit; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Pre-adolescence; Präadoleszenz; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Leseverstehen; Korrelation; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lesetest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	This study investigated the extent to which problem behaviors were factors associated with response to a year-long multicomponent reading intervention for fourth- and fifth-grade students with reading difficulties. Students scoring [less than or equal to]85 standard score on the "Test of Silent Reading Efficiency and Comprehension" (n = 108), a reading fluency and comprehension screener measure, were randomized to the researcher-provided treatment condition (n = 55) or the business-as-usual comparison condition (n = 53). Results indicated that problem behaviors were associated with lower reading comprehension outcomes. Findings also suggested that students with higher levels of overall problem behaviors and externalizing behaviors in the treatment condition outperformed similar students in the comparison condition on the Gates-MacGinitie Reading Test (p < 0.05). Future research is needed on how to best identify, develop, and adapt effective interventions for students with reading difficulties and problem behaviors within school-wide response to intervention frameworks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01