Abstract
Students with and at risk for emotional and behavioral disorders typically demonstrate low rates of responsiveness to reading interventions. This study examined the effect of implementing a multi-dimensional secondary intervention package on students' oral reading fluency (ORF). Fluency building was added to accuracy instruction and behavioral support for 4 second-grade students with reading difficulties and behavioral challenges, and 5 students with reading difficulties only. Results indicated that all students benefited; however, 2 students with behavioral challenges responded at greater rates and 2 responded with similar rates of growth compared to students with reading risk alone. Students' level of attention may have contributed to student responsiveness as students with higher levels of inattention were less responsive to the intervention. Limitations, direction for future research, and educational implementation are discussed.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 120-139 |
| Number of pages | 20 |
| Journal | Behavioral Disorders |
| Volume | 35 |
| Issue number | 2 |
| State | Published - Feb 2010 |
Fingerprint
ASJC Scopus subject areas
- Education
- Clinical Psychology
- Developmental and Educational Psychology
Cite this
Reading interventions for students with challenging behavior : A focus on fluency. / Oakes, Wendy; Mathur, Sarup; Lane, Kathleen Lynne.
In: Behavioral Disorders, Vol. 35, No. 2, 02.2010, p. 120-139.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - Reading interventions for students with challenging behavior
T2 - A focus on fluency
AU - Oakes, Wendy
AU - Mathur, Sarup
AU - Lane, Kathleen Lynne
PY - 2010/2
Y1 - 2010/2
N2 - Students with and at risk for emotional and behavioral disorders typically demonstrate low rates of responsiveness to reading interventions. This study examined the effect of implementing a multi-dimensional secondary intervention package on students' oral reading fluency (ORF). Fluency building was added to accuracy instruction and behavioral support for 4 second-grade students with reading difficulties and behavioral challenges, and 5 students with reading difficulties only. Results indicated that all students benefited; however, 2 students with behavioral challenges responded at greater rates and 2 responded with similar rates of growth compared to students with reading risk alone. Students' level of attention may have contributed to student responsiveness as students with higher levels of inattention were less responsive to the intervention. Limitations, direction for future research, and educational implementation are discussed.
AB - Students with and at risk for emotional and behavioral disorders typically demonstrate low rates of responsiveness to reading interventions. This study examined the effect of implementing a multi-dimensional secondary intervention package on students' oral reading fluency (ORF). Fluency building was added to accuracy instruction and behavioral support for 4 second-grade students with reading difficulties and behavioral challenges, and 5 students with reading difficulties only. Results indicated that all students benefited; however, 2 students with behavioral challenges responded at greater rates and 2 responded with similar rates of growth compared to students with reading risk alone. Students' level of attention may have contributed to student responsiveness as students with higher levels of inattention were less responsive to the intervention. Limitations, direction for future research, and educational implementation are discussed.
UR - http://www.scopus.com/inward/record.url?scp=84858238220&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84858238220&partnerID=8YFLogxK
M3 - Article
AN - SCOPUS:84858238220
VL - 35
SP - 120
EP - 139
JO - Behavioral Disorders
JF - Behavioral Disorders
SN - 0198-7429
IS - 2
ER -