An inclusive approach to improving early literacy skills of students with emotional and behavioral disorders

Joseph H. Wehby, Kathleen L. Lane, Katherine B. Falk

Research output: Contribution to journalArticlepeer-review

12 Scopus citations

Abstract

The purpose of this study was to examine the effects of a comprehensive reading program using the Scott Foresman Reading program (Foresman, 2000), supplemented with Torgeson and Bryant's (1994) Phonological Awareness Training for Reading (PATR) program in a general education classroom with four kindergarten special education students identified as having emotional/behavioral disorders (EBD). Following the implementation of the Scott Foresman curriculum by classroom teachers, university-trained research assistants implemented the PATR program. A multiple baseline design was used to evaluate the impact of the supplemental program on the reading performance of the participants. Academic measures included assessment of nonsense-word fluency, letter naming, and initial-sound fluency. Moderate, albeit inconsistent, improvements in reading skills were shown for the participating students. Implications for classroom practice and future directions for this line of research will be discussed.

Original languageEnglish
Pages (from-to)155-169
Number of pages15
JournalBehavioral Disorders
Volume30
Issue number2
DOIs
StatePublished - Feb 2005
Externally publishedYes

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