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

被引：52

作者：

Barton-Arwood, SM ^{[1
]}

Wehby, JH ^{[1
]}

Falk, KB ^{[1
]}

机构：

[1] Vanderbilt Univ, Peabody Coll, Dept Special Educ, Nashville, TN 37203 USA

来源：

EXCEPTIONAL CHILDREN | 2005年 / 72卷 / 01期

关键词：

D O I：

10.1177/001440290507200101

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

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 re search.

引用

页码：7 / 27

页数：21

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