Early Literacy Instruction for First-Grade Students At-Risk for Antisocial Behavior.

By Kathleen Lynne Lane, J. Wehby, Holly M. Menzies, Rebecca M. Gregg, Georgia L. Doukas, Sarah M. Munton. 2002

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Effects of Repeated Readings, Error Correction, and Performance Feedback on the Fluency and Comprehension of Middle School Students With Behavior Problems (2007, unknown): “stein, 2003), there has been minimal research on effective interventions for improving their academic performance (Lane et al., 2002; Wehby et al., 2003).”
The Effects of Self-Regulated Strategy Development on the Writing Performance of Second-Grade Students With Behavioral and Writing Difficulties (2008, background): “There is some evidence to suggest that improving the reading skills of students at risk for EBD is associated with improved behavior (Barton-Arwood, Wehby, & Falk, 2005; Lane, Fletcher, Carter, Dejud, & DeLorenzo, in press; Lane et al., 2001; Lane et al., 2002; Scott & Schearer-Lingo, 2002; Spencer,”
Learner Characteristics that Influence the Treatment Effectiveness of Early Literacy Interventions: A Meta–Analytic Review (2003, methodology): “Dynamic Indicators of Basic Early Literacy Skills— Oral Reading Fluency (DIBELS-ORF; Kaminski & Good, 1996): Lane et al., 2002.”
A Review of Tier 2 Interventions Conducted Within Multitiered Models of Behavioral Prevention (2014, background): “For example, in a study targeting literacy skills, students were assessed on nonsense word fluency and oral reading fluency (Lane et al., 2002).”