NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1024610
Record Type: Journal
Publication Date: 2014
Pages: 14
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-0741-9325
Improving Reading Comprehension and Fluency Outcomes for Adolescents with Emotional-Behavioral Disorders: Recent Research Synthesized
Garwood, Justin D.; Brunsting, Nelson C.; Fox, Leslie C.
Remedial and Special Education, v35 n3 p181-194 May-Jun 2014
As the reading difficulties experienced by students with emotional-behavioral disorders (EBD) receive more attention, the corresponding call for evidence-based practices has become more pronounced. We conducted a systematic review of comprehension and fluency interventions for middle and high school students with EBD served outside of the general education classroom in the years since the Individuals With Disabilities Education Improvement Act (2004). This literature synthesis represents a response to previous reviews to provide an updated state of the field regarding reading intervention research for students with EBD. The nine studies meeting inclusion criteria, all of which employed a single-subject design, contained a variety of intervention procedures and practices. Results indicated an increased amount of research involving middle and high school students with EBD. Effect sizes are reported, in addition to implications and recommendations for school-based practitioners and directions for future research.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: Middle Schools; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A