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ERIC Number: EJ864447
Record Type: Journal
Publication Date: 2009-Feb
Pages: 19
Abstractor: As Provided
Reference Count: 48
ISBN: N/A
ISSN: ISSN-0198-7429
Improving the Early Literacy Skills of Students at Risk for Internalizing or Externalizing Behaviors with Limited Reading Skills
Harris, Pamela J.; Oakes, Wendy Peia; Lane, Kathleen Lynne; Rutherford, Robert B., Jr.
Behavioral Disorders, v34 n2 p72-90 Feb 2009
Eight first-grade students with either internalizing or externalizing behavioral risk factors participated in a supplemental reading intervention for 30 min per day. The intervention package consisted of three main components: instruction in word recognition, fluency, and appropriate behavior. A multiple-baseline design was employed to assess intervention effectiveness using weekly Dynamic Indicators of Basic Early Literacy Skills Oral Reading Fluency probes and monthly Nonsense Word Fluency probes. Results indicated improvements in early literacy skills for all participants, and response to treatment did not vary by behavioral risk type. Both students with externalizing and internalizing behavioral challenges benefited. Social validity ratings were favorable. Limitations and future directions are discussed. (Contains 3 tables and 2 figures.)
Council for Children with Behavioral Disorders. Council for Exceptional Children, 1110 North Glebe Road, Arlington, VA 22201-5704. Tel: 612-276-0140; Fax: 612-276-0142; Web site: http://www.ccbd.net/behavioraldisorders/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 1
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Social Skills Rating System; Wechsler Intelligence Scale for Children; Woodcock Johnson Tests of Achievement