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Classroom observations and effects of reading interventions for students at risk for emotional and behavioral disorders

Wills, H.; Kamps, D.; Abbott, M.; Bannister, H.; Kaufman, J.
Abstract:
This four-year study examined the effect of reading interventions on the reading achievement of 171 elementary students with and without risk for emotional and behavior disorders. Students received instruction with either Guided Reading, Open Court, Reading Mastery, Read Well, Programmed Reading, or Early Interventions in Reading. The programs were implemented as part of a school-wide positive behavior support model. This study consisted of four experimental and four comparison schools. The experimental groups received instruction with one or more reading programs. The Dynamic Indicators of Basic Early Literacy Skills (DIBELS) and the Woodcock Reading Mastery Test were administered to all students for pre- and posttest measures. Results indicate that students in the experimental groups that received small-group instruction were more actively engaged in reading aloud and academic responding. These students also demonstrated larger gains on the DIBELS nonsense word fluency and oral reading fluency measures. Additionally, students with behavior/reading risk were as responsive to the intervention as students with only reading risks. Results for students who only received instruction with Reading Mastery indicated consistent gains in nonsense word fluency and oral word fluency scores in the first, second, and third grade. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Year:
2010
Main publication type:
Program Effectiveness
Subtype:
Article
Keywords:
Reading Mastery; Open Court; Guided Reading; Read Well; Programmed Reading; Early Interventions in Reading; DIBELS; Woodcock Reading Mastery Test; nonsense word fluency; oral word fluency
Source:
Behavioral Disorders
Volume:
35
Number:
2
Pages:
103-119
Design type:
Pretest posttest control group design
Fidelity monitored:
Yes
Students included:
Elementary students, struggling readers, students with behavioral disorder, Caucasian students, African American students, Hispanic students, English Language Learners, English as a second Language students
Location/Setting:
Midwest, urban area, suburban area, elementary school
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