Reading Comprehension of Students With Emotional and Behavioral Disorder and Learning Disability From an Urban School District

• In Event: Poster Session 2
  In Poster Session: Special Education Research SIG: Instruction and Students With Disabilities

Abstract

Students with emotional and behavior disorders (EBD) and learning disabilities (LD) generally experience lower academic achievements than their peers without disabilities. The current study focused on these students’ reading comprehension, examining the relationship between comprehension and several theoretically related factors, including disability category, grade level, and setting. A logistic regression model was used to explore the extent to which these variables predicted whether students passed or failed a state reading comprehension test. Results indicated that the odds of passing the test are lower for (a) students labeled LD than for students labeled EBD; (b) students in higher grades; and for students in separate classrooms as compared to inclusive classrooms. Implications and limitations are discussed.

Authors

• Tianqian Wang, Indiana University - Bloomington

• Jeffrey A. Anderson, Indiana University