Reading Instruction for Elementary-Age Students with Emotional and Behavioral Disorders: Academic and Behavioral Outcomes
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. An...
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| Veröffentlicht in: | Exceptional children 2005-10, Vol.72 (1), p.7-27 |
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| creator | Barton-Arwood, Sally M. Wehby, Joseph H. Falk, Katherine B. |
| description | 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. |
| doi_str_mv | 10.1177/001440290507200101 |
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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.</description><identifier>ISSN: 0014-4029</identifier><identifier>EISSN: 2163-5560</identifier><identifier>DOI: 10.1177/001440290507200101</identifier><identifier>CODEN: EXCCAJ</identifier><language>eng</language><publisher>Los Angeles, CA: SAGE Publications</publisher><subject>Behavior Change ; Behavior Disorders ; Biological and medical sciences ; Direct Instruction ; Education ; Educational Strategies ; Elementary School Students ; Emotional Problems ; England (Reading) ; Exceptional children ; Grade 3 ; Grade 5 ; Intervention ; Learning Strategies ; Medical sciences ; Psychology. Psychoanalysis. Psychiatry ; Psychopathology. Psychiatry ; Reading ; Reading Achievement ; Reading Comprehension ; Reading Fluency ; Reading Instruction ; Reading Programs ; Reading Skills ; Reading teachers ; Special education. Orthophony ; Special needs students ; Student behavior ; Teaching Methods ; Treatments</subject><ispartof>Exceptional children, 2005-10, Vol.72 (1), p.7-27</ispartof><rights>2005 Council for Exceptional Children</rights><rights>2006 INIST-CNRS</rights><rights>COPYRIGHT 2005 Sage Publications, Inc.</rights><rights>Copyright Council for Exceptional Children Fall 2005</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c473t-b6d394dda649f28de514dc76aee935b5728c8a2f61920bfee9bed03d0a3263113</citedby><cites>FETCH-LOGICAL-c473t-b6d394dda649f28de514dc76aee935b5728c8a2f61920bfee9bed03d0a3263113</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://journals.sagepub.com/doi/pdf/10.1177/001440290507200101$$EPDF$$P50$$Gsage$$H</linktopdf><linktohtml>$$Uhttps://journals.sagepub.com/doi/10.1177/001440290507200101$$EHTML$$P50$$Gsage$$H</linktohtml><link.rule.ids>314,780,784,21818,27923,27924,43620,43621</link.rule.ids><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ754701$$DView record in ERIC$$Hfree_for_read</backlink><backlink>$$Uhttp://pascal-francis.inist.fr/vibad/index.php?action=getRecordDetail&idt=17040286$$DView record in Pascal Francis$$Hfree_for_read</backlink></links><search><creatorcontrib>Barton-Arwood, Sally M.</creatorcontrib><creatorcontrib>Wehby, Joseph H.</creatorcontrib><creatorcontrib>Falk, Katherine B.</creatorcontrib><title>Reading Instruction for Elementary-Age Students with Emotional and Behavioral Disorders: Academic and Behavioral Outcomes</title><title>Exceptional children</title><description>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.</description><subject>Behavior Change</subject><subject>Behavior Disorders</subject><subject>Biological and medical sciences</subject><subject>Direct Instruction</subject><subject>Education</subject><subject>Educational Strategies</subject><subject>Elementary School Students</subject><subject>Emotional Problems</subject><subject>England (Reading)</subject><subject>Exceptional children</subject><subject>Grade 3</subject><subject>Grade 5</subject><subject>Intervention</subject><subject>Learning Strategies</subject><subject>Medical sciences</subject><subject>Psychology. Psychoanalysis. Psychiatry</subject><subject>Psychopathology. Psychiatry</subject><subject>Reading</subject><subject>Reading Achievement</subject><subject>Reading Comprehension</subject><subject>Reading Fluency</subject><subject>Reading Instruction</subject><subject>Reading Programs</subject><subject>Reading Skills</subject><subject>Reading teachers</subject><subject>Special education. 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Psychoanalysis. Psychiatry</topic><topic>Psychopathology. Psychiatry</topic><topic>Reading</topic><topic>Reading Achievement</topic><topic>Reading Comprehension</topic><topic>Reading Fluency</topic><topic>Reading Instruction</topic><topic>Reading Programs</topic><topic>Reading Skills</topic><topic>Reading teachers</topic><topic>Special education. Orthophony</topic><topic>Special needs students</topic><topic>Student behavior</topic><topic>Teaching Methods</topic><topic>Treatments</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Barton-Arwood, Sally M.</creatorcontrib><creatorcontrib>Wehby, Joseph H.</creatorcontrib><creatorcontrib>Falk, Katherine B.</creatorcontrib><collection>ERIC</collection><collection>ERIC (Ovid)</collection><collection>ERIC</collection><collection>ERIC</collection><collection>ERIC (Legacy Platform)</collection><collection>ERIC( SilverPlatter )</collection><collection>ERIC</collection><collection>ERIC PlusText (Legacy Platform)</collection><collection>Education Resources Information Center (ERIC)</collection><collection>ERIC</collection><collection>Pascal-Francis</collection><collection>CrossRef</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>Docstoc</collection><collection>Health & Medical Collection</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>Education Database (Alumni Edition)</collection><collection>Medical Database (Alumni Edition)</collection><collection>Psychology Database (Alumni)</collection><collection>Social Science Database (Alumni Edition)</collection><collection>Education Periodicals</collection><collection>Hospital Premium Collection</collection><collection>Hospital Premium Collection (Alumni Edition)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>Research Library (Alumni Edition)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>eLibrary</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>ProQuest Central Korea</collection><collection>Health Research Premium Collection</collection><collection>Health Research Premium Collection (Alumni)</collection><collection>ProQuest Central Student</collection><collection>Research Library Prep</collection><collection>Consumer Health Database (Alumni Edition)</collection><collection>ProQuest Health & Medical Complete (Alumni)</collection><collection>Education Database</collection><collection>Consumer Health Database</collection><collection>Health & Medical Collection (Alumni Edition)</collection><collection>Medical Database</collection><collection>Psychology Database</collection><collection>Research Library</collection><collection>Social Science Database</collection><collection>Research Library (Corporate)</collection><collection>Research Library China</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest One Psychology</collection><collection>ProQuest Central Basic</collection><collection>SIRS Editorial</collection><jtitle>Exceptional children</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Barton-Arwood, Sally M.</au><au>Wehby, Joseph H.</au><au>Falk, Katherine B.</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ754701</ericid><atitle>Reading Instruction for Elementary-Age Students with Emotional and Behavioral Disorders: Academic and Behavioral Outcomes</atitle><jtitle>Exceptional children</jtitle><date>2005-10</date><risdate>2005</risdate><volume>72</volume><issue>1</issue><spage>7</spage><epage>27</epage><pages>7-27</pages><issn>0014-4029</issn><eissn>2163-5560</eissn><coden>EXCCAJ</coden><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.</abstract><cop>Los Angeles, CA</cop><pub>SAGE Publications</pub><doi>10.1177/001440290507200101</doi><tpages>21</tpages></addata></record> |
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| ispartof | Exceptional children, 2005-10, Vol.72 (1), p.7-27 |
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| source | SAGE Complete A-Z List; EBSCOhost Education Source |
| subjects | Behavior Change Behavior Disorders Biological and medical sciences Direct Instruction Education Educational Strategies Elementary School Students Emotional Problems England (Reading) Exceptional children Grade 3 Grade 5 Intervention Learning Strategies Medical sciences Psychology. Psychoanalysis. Psychiatry Psychopathology. Psychiatry Reading Reading Achievement Reading Comprehension Reading Fluency Reading Instruction Reading Programs Reading Skills Reading teachers Special education. Orthophony Special needs students Student behavior Teaching Methods Treatments |
| title | Reading Instruction for Elementary-Age Students with Emotional and Behavioral Disorders: Academic and Behavioral Outcomes |
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