Volume 33, Issue 4 (2004)
The Impact of a Structured Reading Curriculum and Repeated Reading on the Performance of Junior High Students With Emotional and Behavioral Disorders
Amanda C. Strong, Joseph H. Wehby, Katherine B. Falk, Kathleen L. Lane
Abstract. Students with emotional and behavioral disorders (E/BD) frequently exhibit academic deficits alongside their behavioral deficits, particularly in the area of reading; however, there are very few studies examining ways to address the reading problems of this population of students at the middle and high school level. This study examined the effect of a repeated reading intervention in conjunction with an empirically valid reading program on the reading fluency of junior high students identified with E/BD. First, the teacher implemented the Corrective Reading curriculum on a class wide basis. Next, a multiple baseline design across student groups was used to evaluate the impact of a repeated reading intervention on various fluency measures. Data showed increased reading fluency following the implementation of the repeated reading intervention. Limitations and future directions are discussed.
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