Improving Reading Fluency Skills for Secondary Students with Emotional and Behavioral Disorders

Students with emotional and behavioral disorders (EBD) often have deficient reading skills that require intensive intervention. Effective intervention is comprehensive in nature, addressing individual student needs. This article provides an overview and recommendations for one potential component of individualized support: the use of repeated reading interventions to improve the reading fluency of secondary grade students with EBD. Recommendations include practices teachers can use to plan, deliver, and improve the effectiveness of repeated reading interventions.

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Reading Interventions for Middle and Secondary Students With Emotional and Behavioral Disorders

Behavior Modification ◽

10.1177/0145445514547958 ◽

2014 ◽

Vol 39 (1) ◽

pp. 43-68 ◽

Cited By ~ 20

Author(s):

Mack D. Burke ◽

Richard T. Boon ◽

Heather Hatton ◽

Lisa Bowman-Perrott

Keyword(s):

Secondary Students ◽

Behavioral Disorders ◽

Reading Interventions ◽

Emotional And Behavioral Disorders

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Are Reading Interventions for English Language Learners Effective? A Meta-Analysis

Journal of Learning Disabilities ◽

10.1177/0022219419825855 ◽

2019 ◽

Vol 52 (3) ◽

pp. 220-231 ◽

Cited By ~ 3

Author(s):

Caralyn Ludwig ◽

Kan Guo ◽

George K. Georgiou

Keyword(s):

English Language Learners ◽

Language Learners ◽

Reading Fluency ◽

English Language ◽

Reading Skills ◽

Word Reading ◽

Reading Interventions ◽

Meta Analysis ◽

Reading Accuracy ◽

Positive Effects

Despite concerted efforts to improve the reading skills of English language learners (ELLs), it remains unclear if the interventions they have been receiving produce any positive results. Thus, the purpose of this meta-analysis was to examine how effective reading interventions are in improving ELLs’ reading skills and what factors may influence their effectiveness. Twenty-six studies with reported outcomes for pretest and posttest were selected, and four moderators (group size, intensity of intervention, students’ risk status, and type of intervention) were coded. The results of random-effects analyses showed that the reading interventions had a large effect on ELLs’ reading accuracy ( d = 1.221) and reading fluency ( d = 0.802) and a moderate effect on reading comprehension ( d = 0.499). In addition, for real-word reading accuracy, intervention groups composed of more than five students were less effective than groups composed of two to five students, and longer intervention sessions were less effective than shorter ones. Overall, our findings suggest that reading interventions have positive effects on ELLs’ reading skills, and they should not be delayed until these students have reached a certain level of oral English proficiency.

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Reading Instruction for Secondary Grade Students With Emotional and Behavioral Disorders: A Focus on Comprehension

Beyond Behavior ◽

10.1177/1074295619900379 ◽

2020 ◽

Vol 29 (1) ◽

pp. 18-30

Author(s):

John William McKenna ◽

Justin D. Garwood ◽

Robai Werunga

Keyword(s):

Secondary School ◽

Reading Instruction ◽

Behavioral Disorders ◽

Reading Skills ◽

Secondary School Teachers ◽

Emotional And Behavioral Disorders ◽

Main Idea ◽

Behavioral Strategies ◽

Training Support ◽

School Settings

Students with emotional and behavioral disorders (EBD) in secondary school settings often have deficient reading skills. Secondary school teachers who serve this population of students may need additional training, support, and resources to maximize the effectiveness of the time they spend teaching reading. This article focuses on two instructional practices for improving the reading comprehension of secondary grade students with EBD: explicit vocabulary instruction and main idea identification. Also included are suggestions for how to incorporate behavioral strategies and assessment of comprehension into effective reading instruction.

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Overcoming reading comprehension difficulties through a prosodic reading intervention: A single-case study

Child Language Teaching and Therapy ◽

10.1177/0265659019826252 ◽

2019 ◽

Vol 35 (1) ◽

pp. 75-88 ◽

Cited By ~ 1

Author(s):

Nuria Calet ◽

M. Carmen Pérez-Morenilla ◽

Macarena De los Santos-Roig

Keyword(s):

Reading Comprehension ◽

Reading Fluency ◽

Reading Intervention ◽

Reading Interventions ◽

Single Case ◽

Repeated Reading ◽

Conclusive Evidence ◽

Prosodic Features ◽

Single Case Design ◽

The Impact

Apart from speed and accuracy, prosody has recently been included as another component of skilled reading, as its role in reading comprehension is being increasingly recognized. Prosodic reading refers to the use of prosodic features of language during reading, including suitable pauses, stress and intonation and appropriate phrasing. The aim of this research was to examine the impact of a prosodic reading intervention on the reading comprehension of a fourth-grade primary child with specific reading comprehension difficulties. An AB single-case design was used with baseline (A) and treatment (B) phases. The intervention, in 17 sessions, was based on repeated reading with a focus on expressiveness. Results pointed to improved reading fluency and reading comprehension scores over baseline scores. Nevertheless, more studies are needed to show conclusive evidence for improved comprehension as a result of prosody intervention. The implications of prosodic reading interventions for literacy development are discussed.

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Improving Persuasive Science Writing for Secondary Students With Emotional and Behavioral Disorders Educated in Residential Treatment Facilities

Behavioral Disorders ◽

10.1177/0198742918809341 ◽

2018 ◽

Vol 44 (4) ◽

pp. 227-240 ◽

Cited By ~ 1

Author(s):

Justin D. Garwood ◽

Margaret G. Werts ◽

Linda H. Mason ◽

Bronwyn Harris ◽

Morgan B. Austin ◽

...

Keyword(s):

Residential Treatment ◽

Secondary Students ◽

Behavioral Disorders ◽

Complex Trauma ◽

Emotional And Behavioral Disorders ◽

Persuasive Writing ◽

Science Writing ◽

Strategy Development ◽

Academic Skill ◽

Treatment Facilities

Many students who have experienced complex trauma receive special education services related to emotional and behavioral disorders at residential treatment facilities (RTFs) as they undergo therapy. One academic skill in which students with emotional and behavioral disorders often struggle is writing. The current multi-probe, multiple-baseline, across-groups-of-students study involved a science teacher in an RTF delivering whole-class persuasive writing instruction using the self-regulated strategy development model with 11 secondary students experiencing complex trauma. Results suggested large effects for persuasive parts (overall Tau- U = .97), word count (overall Tau- U = .96), and holistic quality (overall Tau- U = .97), as well as high social validity among participants. Implications for providing instruction to students in RTF settings and future directions for this population are included.

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Outcomes of a Teacher-Led Reading Intervention for Elementary Students at Risk for Behavioral Disorders

Council review ◽

10.1177/001440290707400103 ◽

2007 ◽

Vol 74 (1) ◽

pp. 47-70 ◽

Cited By ~ 22

Author(s):

Kathleen Lynne Lane ◽

M. Annette Little ◽

Jenny Redding-Rhodes ◽

Andrea Phillips ◽

Megan T. Welsh

Keyword(s):

At Risk ◽

General Education ◽

Behavioral Disorders ◽

Reading Fluency ◽

Reading Intervention ◽

Reading Interventions ◽

First Grade ◽

School Site ◽

Students At Risk ◽

Baseline Design

To date, reports of reading interventions for students at risk for emotional/behavioral disorders (E/BD) that have been published in refereed journals have involved sustained support by university or school-site personnel. This study examined the efficacy and feasibility of a reading intervention that 2 general education teachers implemented in inclusive settings to support 7 first-grade students at risk for E/BD and reading difficulties. Results of a multiple baseline design revealed lasting improvements in reading fluency for all students, accompanied by decreases in variability of academic engagement for 4 students. Although intervention goals, procedures, and outcomes exceeded teacher expectations, social validity ratings for some students declined between the onset and the conclusion of the intervention. This article presents limitations, future directions, and educational implications.

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