The Effects of Diagnostic and Prescriptive Reading Approaches on Students Diagnosed as Emotionally Disturbed
This study examined the effects of diagnostic and prescriptive reading approaches on three students diagnosed as emotionally disturbed (ED) using a multiple baseline and AB design (Kazdin, 1982). Research-based assessment procedures were used to develop reading diagnostic summaries for each subject. Resulting strengths and weaknesses of each subject were then aligned to reading curriculums designed to best meet each subject's individual needs. Through the use of direct instruction, each subject received a reading curriculum intervention. The multiple-baseline across subjects experimental design and AB design (Kazdin, 1982) was used to analyze the effects of the independent variable upon dependent variables. Dependent variables to be measured included: phonological and phonemic awareness, sight word recognition, oral reading accuracy and passage comprehension. Assessment results that guided instructional planning for students with emotional distrubances demonstrated increases in the majority of dependent variables measured.
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