Reading Instruction for Students With Emotional Disturbance: A Mixed-Methods Investigation

• In Event: 28.085 - English Language Arts and Literacy in Special Education: Strategies and Struggles

Abstract

10 providers of reading instruction to students receiving special education services for Emotional Disturbance were observed during the 2017-2018 school year. Teachers instructed students in grades 3 through 6 and taught in general education and substantially separate settings. Teachers were interviewed on how they allocated instructional time and perceived barriers and facilitators to high quality instruction. Reading and behavioral data was collected on 21 students. Findings suggest that teachers are in need of substantial training, support, and resources. Students made little academic progress. Implications for training and areas for future research are discussed.

Authors

• John William McKenna, University of Massachusetts - Lowell

• Reesha Adamson, Missouri State University

• Michael Solis, The University of Texas