Reading Interventions for K-12 Students With Emotional and Behavioral Disorders

• In Event: Emotional and Behavioral Supports and Interventions

Abstract

Students with emotional and behavioral disorders (EBD) typically demonstrate reading difficulties that contribute to academic underachievement and poor post-school outcomes. This literature review extends previous endeavors in relation to effective reading interventions for students with emotional and behavioral disorders (EBD). Specifically, the review centers on the efficacy of reading interventions for K-12 learners with EBD. Eleven studies are included in this review. Research findings show the effectiveness of a number of reading interventions such as Corrective Reading, Peer-Assisted Learning Strategies, Phonological Awareness Training for Learning, repeated reading, and behavior-based procedures. Finally, issues related to participant characteristics, study settings, interventions as well as research procedures, outcome measures, and treatment designs are discussed. Implications for future research and practices are described.

Authors

• Min-Chi Yan, University of Wisconsin - Madison

• Kimber L. Wilkerson, University of Wisconsin