Meta-Analysis of Reading Interventions for Students with Learning and Emotional Disabilities

Developing effective literacy skill has become an increasingly critical skill in today's information age. Students with emotional/behavioral disorders (E/BD) routinely lack these skills and are not being taught how to read effectively. The field of special education needs more comprehensive and specific information about how to most effectively teach reading skills to students with E/BD. When reading interventions are conducted using student with E/BD, the interventions are generally drawn from the LD field. The assumption is that the reading interventions that have worked with students with LD will work equally well with the E/BD population. This study performed a meta-analysis to examine whether reading interventions are equally effective on the E/BD and LD populations. In addition, it will examine whether the instruction mode (e. g., peer, self, or teacher directed), gender, or grade group affects the success of the intervention. The meta-analysis found that the reading interventions for both disability groups had high effect sizes. In addition, neither disability group, teaching method, gender, nor grades were predictive of the variance in the effect size. These results indicate that reading programs that have been designed for students with LD are also effective for students with E/BD and furthermore, reading programs can improve the academic achievement of students with behavioral disorders. Recommendations for teacher training and future research are given based on these results.

Grantor dc:publisher

University of North Texas

Year dc:date

2005

Author dc:creator

• Jones, Francesca

Contributors dc:contributor

• Bullock, Lyndal M.
• Camp, William E.
• Combes, Bertina H.
• Fritsch, Ronald E.

• Reading.
• Learning disabled children -- Education.
• Mentally ill children -- Education.
• literacy skill
• behavior disorders
• reading interventions
• meta-analysis
• learning disabilities

Statement dc:rights

• Public
• Copyright
• Jones, Francesca
• Copyright is held by the author, unless otherwise noted. All rights reserved.

Language dc:language

English

Identifier

oclc: 67292272
https://digital.library.unt.edu/ark:/67531/metadc4866/
ark: ark:/67531/metadc4866

OAI identifier oai:identifier

info:ark/67531/metadc4866