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In Need of a Research Base: Evidence-Based Reading Interventions for Elementary Students With Overlapping EBD and LD.

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Title: In Need of a Research Base: Evidence-Based Reading Interventions for Elementary Students With Overlapping EBD and LD.
Authors: Burke, Mack D.1 mack_burke@baylor.edu, Boon, Richard T.2, Bowman-Perrott, Lisa3, Eun Hye Ko3, Hatton, Heather4
Source: Learning Disabilities - A Contemporary Journal. Fall2023, Vol. 21 Issue 2, p87-110. 24p.
Subject Terms: *Reading intervention, *Reading (Elementary), *Reading comprehension, *At-risk students, *Learning disabilities, *Elementary schools, *Cognitive Strategy Instruction
Abstract: Students with or at-risk of emotional/behavioral disorders (EBD) often have reading difficulties and/or undiagnosed learning disabilities (LD). Reading challenges among this group of children and youth often exacerbate associated emotional and/or behavioral problems. This systematic review and quantitative synthesis yielded seven studies focused on improving the reading outcomes of students with or at-risk of EBD at the elementary school level. Summarized are participant and reading intervention characteristics across the seven studies. Effect sizes were calculated for each study, and results are reported for both academic and behavioral outcome measures. Implications for research and practice are discussed. [ABSTRACT FROM AUTHOR]
Copyright of Learning Disabilities - A Contemporary Journal is the property of Learning Disabilities Worldwide and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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PubType: Academic Journal
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  Data: In Need of a Research Base: Evidence-Based Reading Interventions for Elementary Students With Overlapping EBD and LD.
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  Data: <searchLink fieldCode="AR" term="%22Burke%2C+Mack+D%2E%22">Burke, Mack D.</searchLink><relatesTo>1</relatesTo><i> mack_burke@baylor.edu</i><br /><searchLink fieldCode="AR" term="%22Boon%2C+Richard+T%2E%22">Boon, Richard T.</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Bowman-Perrott%2C+Lisa%22">Bowman-Perrott, Lisa</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Eun+Hye+Ko%22">Eun Hye Ko</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Hatton%2C+Heather%22">Hatton, Heather</searchLink><relatesTo>4</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Learning+Disabilities+-+A+Contemporary+Journal%22">Learning Disabilities - A Contemporary Journal</searchLink>. Fall2023, Vol. 21 Issue 2, p87-110. 24p.
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  Data: *<searchLink fieldCode="DE" term="%22Reading+intervention%22">Reading intervention</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+%28Elementary%29%22">Reading (Elementary)</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+comprehension%22">Reading comprehension</searchLink><br />*<searchLink fieldCode="DE" term="%22At-risk+students%22">At-risk students</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+disabilities%22">Learning disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Elementary+schools%22">Elementary schools</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognitive+Strategy+Instruction%22">Cognitive Strategy Instruction</searchLink>
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  Data: Students with or at-risk of emotional/behavioral disorders (EBD) often have reading difficulties and/or undiagnosed learning disabilities (LD). Reading challenges among this group of children and youth often exacerbate associated emotional and/or behavioral problems. This systematic review and quantitative synthesis yielded seven studies focused on improving the reading outcomes of students with or at-risk of EBD at the elementary school level. Summarized are participant and reading intervention characteristics across the seven studies. Effect sizes were calculated for each study, and results are reported for both academic and behavioral outcome measures. Implications for research and practice are discussed. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Learning Disabilities - A Contemporary Journal is the property of Learning Disabilities Worldwide and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – Code: eng
        Text: English
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      – SubjectFull: Reading intervention
        Type: general
      – SubjectFull: Reading (Elementary)
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      – SubjectFull: Reading comprehension
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      – SubjectFull: At-risk students
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      – SubjectFull: Learning disabilities
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      – SubjectFull: Elementary schools
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      – SubjectFull: Cognitive Strategy Instruction
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              Text: Fall2023
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