Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Research in Reading Interventions for Students with Emotional and Behavioral Disorders

  • Thienhuong Hoang (Author) California State Polytechnic University, Pomona image/svg+xml
  • Michael Oshiro (Author) Pasadena Unified School District
DOI
https://doi.org/10.64546/jaasep.151
Abstract
The purpose of this study is to examine research trends in reading intervention research for students with emotional and behavioral disorders (EBD). Thirty studies published between 1990 and 2010 that met all pre-established criteria were included in the descriptive analyses. The authors examined the literature to assess the following variables across time: (a) participant characteristics, (b) participant placements, (c) study type used, (d) outcome measures, and (e) intervention areas. Results indicated that researchers mostly used single-subject designs; the main intervention area in most of the studies was fluency; most of the studies were conducted with participants from resource room models and the number of studies on reading interventions for students with EBD was overall very limited.
Keywords
Reading Instruction, Regular and Special Education Relationship, Special Education, Intervention, Emotional Disturbances, Behavior Disorders
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How to Cite
Hoang, T., & Oshiro, M. (2011). Research in Reading Interventions for Students with Emotional and Behavioral Disorders. Journal of the American Academy of Special Education Professionals, 6(3), 34-44. https://doi.org/10.64546/jaasep.151

Fall 2011

Article Information

  • Article Type Articles
  • Submitted August 9, 2011
  • Published October 15, 2011
  • Issue Fall 2011
  • Section Articles
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