Classroom Observations and Effects of Reading Interventions for Students at Risk for Emotional and Behavioral Disorders

Autor/inn/en	Wills, Howard; Kamps, Debra; Abbott, Mary; Bannister, Harriett; Kaufman, Jorun
Titel	Classroom Observations and Effects of Reading Interventions for Students at Risk for Emotional and Behavioral Disorders
Quelle	In: Behavioral Disorders, 35 (2010) 2, S.103-119 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0198-7429
Schlagwörter	Small Group Instruction; Reading Fluency; At Risk Students; Behavior Disorders; Mastery Tests; Emergent Literacy; Reading Instruction; Reading Difficulties; Intervention; Observation; Elementary School Students; Emotional Disturbances; Comparative Analysis; Program Effectiveness; Woodcock Reading Mastery Test + Suchen Sie Ihr Suchwort? Frühleseunterricht; Leseunterricht; Reading difficulty; Leseschwierigkeit; Beobachtung; Gefühlsstörung
Abstract	This study investigated the effects of small-group reading interventions, implemented within a school wide positive behavior support model, on elementary students with and without risk for emotional and behavior disorders. Participating schools and students were part of a larger randomized controlled group study. A subset of the larger study, four experimental and four comparison schools,participated in this current study. Participants included 117 first- through third-grade students who were identified through a systematic screening process as having reading or behavior/reading risk. Direct observation and reading performance measures yielded several important outcomes. Students receiving small-group interventions within the experimental group spent more time in small-group instruction and during that instruction were more actively engaged in reading aloud and academic responding. These differences translated into differential gains between groups on the "Dynamic Indicators of Early Literacy Skills-DIBELS" nonsense word fluency and oral reading fluency measures. In addition, with intensive small-group reading interventions, students with the combined behavior/reading risk were as responsive to the intervention as students with reading risk alone. No differences were recognized for student conductor for reading outcomes on the Woodcock Reading Mastery Test. Implications for future research and practice are discussed. (Contains 5 tables and 2 figures.) (As Provided).
Anmerkungen	Council for Children with Behavioral Disorders. Council for Exceptional Children, 1110 North Glebe Road, Arlington, VA 22201-5704. Tel: 612-276-0140; Fax: 612-276-0142; Web site: http://www.ccbd.net/behavioraldisorders/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10