The Effects of Reading Fluency Instruction on the Academic and Behavioral Success of Middle School Students in a Self-Contained EBD Classroom

By Terrance M. Scott, Amy Shearer-lingo. 2002

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The Impact of a Structured Reading Curriculum and Repeated Reading on the Performance of Junior High Students With Emotional and Behavioral Disorders (2004, background): “Two of these studies investigated the effect of previewing on oral reading performance (Rose, 1984; Skinner, Cooper, & Cole, 1997), and another implemented a repeated reading intervention to improve reading fluency (Scott & Shearer-Lingo, 2002).”
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; Spence”
Effects of Repeated Readings, Error Correction, and Performance Feedback on the Fluency and Comprehension of Middle School Students With Behavior Problems (2007, unknown): “Similar to Scott and Shearer-Lingo (2002) and Strong et al.”