Reading instruction for elementary-age students with emotional and behavioral disorders: Academic and behavioral outcomes

Sally M. Barton-Arwood, Joseph H. Wehby, Katherine B. Falk

Research output: Contribution to journalArticlepeer-review

59 Scopus citations

Abstract

This study evaluated the effects of a reading intervention on the reading achievement and social behaviors of 6 third-grade students with emotional/behavioral disorders. Reading instruction occurred 4 days a week using the Horizons Fast Track reading program and Peer-Assisted Learning Strategies. Analyses indicated variable improvements in basic reading skills with limited transfer to oral reading fluency. Outcomes for social behaviors indicated that changes in total inappropriate behavior were not directly related to the reading intervention; improved engagement appeared related to intervention but not necessarily reading achievement. Results are discussed in the context of possible reasons for differential responding and implications for practice and future research.

Original languageEnglish
Pages (from-to)7-27
Number of pages21
JournalExceptional Children
Volume72
Issue number1
DOIs
StatePublished - 2005
Externally publishedYes

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