Quantitative Synthesis of Single-Case Reading Interventions for Students With and at Risk of Emotional and Behavioral Disorder

• In Event: Park Central Roundtable Session 12
  In Roundtable Session: Roundtable Session: Interventions in Special Education

Abstract

A quantitative synthesis of single case reading interventions for students with and at-risk of EBD was conducted. Thirty three studies published between the years 1970 and 2017 were coded according to the WWC design standards. Reading dependent variables meeting design standards with or without reservations were selected for data extraction. Findings suggest that reading interventions were moderately effective overall. Teacher provided interventions were more effective than those by researchers. Interventions with behavioral strategies (e.g., positive behavior supports) were less effective than stand alone reading interventions. Implications for teaching practice and areas for future research are discussed.

Authors

• John William McKenna, University of Massachusetts - Lowell

• Mikyung Shin, The University of Texas - Austin

• Min Kyung Kim, East Tennessee State University

• Kathleen Pfannenstiel, American Institutes for Research

• Michael Solis, The University of Texas