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ERIC Number: EJ1135723
Record Type: Journal
Publication Date: 2013
Pages: 14
Abstractor: As Provided
ISSN: EISSN-2325-7466
The Effects of Self-Graphing on Oral Reading Fluency for a Student with E/BD within an Alternative Education School
McDaniel, Sara C.; Jolivette, Kristine; Ennis, Robin Parks
Journal of the American Academy of Special Education Professionals, p69-82 Spr-Sum 2013
Students with emotional and behavioral disorders (E/BD) exhibit behavioral and social challenges that affect their ability to access instruction in the classroom. Despite this, there is a paucity of research on reading interventions for students with E/BD. Recent researchers have demonstrated positive effects when pairing simple interventions to comprehensive reading programs. This study extends the literature base by building upon the tiered supports provided to a student with E/BD in a self-contained alternative education school and evaluating the effects of adding self-graphing before and self-graphing after reading multiple passages on oral reading fluency. Social validity and intrinsic motivation also were assessed with implications for practice and future directions discussed.
American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A