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ERIC Number: EJ1166734
Record Type: Journal
Publication Date: 2018-Feb
Pages: 12
Abstractor: As Provided
ISSN: ISSN-0198-7429
The Effects of a Peer-Mediated Reading Intervention on Juvenile Offenders' Main Idea Statements about Informational Text
Wexler, Jade; Reed, Deborah K.; Barton, Erin E.; Mitchell, Marisa; Clancy, Erin
Behavioral Disorders, v43 n2 p290-301 Feb 2018
Many youth in the juvenile justice system with or at risk for emotional and behavioral disorders struggle with reading. A multiple-baseline-across-participants single-case research design was used to examine the relationship between a supplemental peer-mediated reading intervention and juvenile offenders' generation of main idea statements about informational text, which we used as an indicator of reading comprehension. Overall, students demonstrated considerable variability across conditions, which may have been related to contextual factors in the juvenile justice facility. Visual analysis of the results suggested a moderately positive, although variable, impact on students' generation of main ideas. Implementing rigorously designed research in juvenile justice facilities remains challenging. We discuss implications for providing supplemental reading intervention for struggling readers within these settings.
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
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A