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ERIC Number: EJ898558
Record Type: Journal
Publication Date: 2010
Pages: 15
Abstractor: As Provided
Reference Count: 21
ISSN: ISSN-0748-8491
Struggling Readers with Emotional and Behavioral Disorders and Their Teachers: Perceptions of Corrective Reading
McDaniel, Sara C.; Duchaine, Ellen L.; Jolivette, Kristine
Education and Treatment of Children, v33 n4 p585-599 2010
Students with emotional and behavioral disorders (E/BD) experience deficits in social, behavioral, and academic areas. Of great importance in the academic area is reading achievement. Students with E/BD who struggle with reading tend to have negative in-school and post-school outcomes. Due to the severity of potential outcomes, it is essential to effectively remediate the reading problems of students with E/BD. This study examined the perceptions of teachers and students who participated in an eight-week Corrective Reading intervention. Corrective Reading is an evidence-based, explicit reading program used with struggling readers for grades 3-12. Four teachers completed an interview and 18 students participated in focus groups. The Constant Comparative Method was used to analyze the interview and focus group responses to develop themes across respondents. The identified themes are described and discussed along with future directions and implications for practice. (Contains 2 tables.)
West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Elementary Secondary Education; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A