Fostering Reading Motivation in Self-Contained Classrooms for Students With Emotional and Behavioral Disorders

• In Event: 53.081 - Roundtable Session 21
  In Roundtable Session: 53.081-17 - Special Education Research SIG Roundtable Discussion 3

Abstract

This study sought to explore and describe the extent to which research-based practices were employed for cultivating an environment that fostered reading motivation specifically in self-contained classrooms for students with emotional and behavioral disorders (EBD). Additionally, the purpose was to gain an understanding about the factors that acted as barriers in creating these critical classroom environments for learning how to read. A descriptive multiple case study design was employed in which observations and interviews were conducted in three self-contained elementary classrooms for students with EBD. Findings suggested that the environment for learning in these self-contained settings has likely not changed much since Jane Knitzer’s classic study in 1990. Implications and directions for future research are discussed.

Author

• Heidi R Cornell, Wichita State University