The Impact of Comprehensive Reading Instruction on the Academic and Social Behavior of Students with Emotional and Behavioral Disorders

By J. Wehby, K. Falk, Sally M. Barton-Arwood, Kathleen Lynne Lane, Cristy Cooley. 2003

128 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/a1d638c6174c7cb32d6d7bb381ce08edfb345cbe

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In Cognitive Neuroscience

In Developmental and Educational Psychology

Citations in the corpus

Reading and School Completion: Critical Connections and Matthew Effects (2010, background): “It is estimated that 80% of students with learning disabilities (LD) receive services for reading disabilities (Lerner, 1989 ); however, it is not uncommon for students in other high-incidence disability categories to also have difficulties with reading (Wehby, Falk, Barton-Arwood, Lane, & Cooley, ”
Evaluation of Response to Intervention Practices for Elementary School Reading. NCEE 2016-4000. (2015, background): “Wehby et al. (2003). (148)Many RtI programs for behavior have schoolwide components that could affect all grades.”
Reading, Mathematics, and Behavioral Difficulties Interrelate: Evidence from a Cross-Lagged Panel Design and Population-Based Sample of US Upper Elementary Students (2013, methodology): “Our findings extend other investigations by analyzing a larger and more nationally representative sample, statistically controlling for prior reading and behavior variables, and adding many potential confounding variables in our analyses (e.g., Ayllon & Roberts, 1974; Barton-Arwood et al., 2005; Weh”
Academic Performance of Students with Emotional and Behavioral Disorders Served in a Self-Contained Setting (2008, result): “The range of primary disability categories reported for this sample is comparable to other studies conducted in this setting, and all students had serious behavioral challenges that warranted support in a self-contained school for students with EBD (e.g., Barton-Arwood et al. 2005; Lane et al. 2005a”
Contrasting the Effectiveness of Fluency Interventions for Students with or at Risk for Learning Disabilities: A Multilevel Random Coefficient Modeling Meta–Analysis (2006, methodology): “Example procedures were developed by Hook and DuPaul (1999) and were implemented by Fiala and Sheridan (2003) and Wehby et al. (2003).”
Reexamining the Relationship Between Academic Achievement and Social Behavior (2011, unknown): “…Horner, 2006; McIntosh, Horner, Chard, Boland, & Good, 2006; McIntosh, Horner, Chard, Dickey, & Braun, 2008; Nelson, Benner, Neill, & Stage, 2003a; Silberberg & Silberberg, 1971; Sutherland, et al., 2008; Trzesniewski, Moffitt, Caspi, Taylor, & Maughan, 2006; Vanderstaay, 2006; Wehby et al., 2003).”