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 |
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| Language: | English |
| Authors: | Burke, Mack D., Boon, Richard T., Bowman-Perrott, Lisa, Hatton, Heather |
| Source: | Learning Disabilities: A Contemporary Journal. 2023 21(2):87-110. |
| Availability: | Learning Disabilities Worldwide, Inc. P.O. Box 142, Weston, MA 02493. Tel: 781-890-5399; Fax: 781-890-0555; Web site: http://www.ldw-ldcj.org/ |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Evidence Based Practice, Reading Instruction, Intervention, Elementary School Students, Emotional Problems, Behavior Disorders, Reading Difficulties, Learning Disabilities, Reading Improvement, At Risk Students, Effect Size, Outcome Measures |
| ISSN: | 1937-6928 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1399547 |
| Database: | ERIC |
| 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. |
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| ISSN: | 1937-6928 |
