The Impact of a Structured Reading Curriculum and Repeated Reading on the Performance of Junior High Students With Emotional and Behavioral Disorders

By A. Strong, J. Wehby, K. Falk, Kathleen Lynne Lane. 2004

111 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Psychiatry and Mental health

View Paper: https://www.semanticscholar.org/paper/d0ebeffc89b59bce6d87d92956f847748e901199

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Sally M. Barton-Arwood
2. J. Wehby
3. K. Falk
4. K. Sutherland
5. Paul L. Morgan
6. B. Cavanaugh
7. Kathleen Lynne Lane

In Psychiatry and Mental health

1. J. Wehby
2. Sally M. Barton-Arwood

Citations in the corpus

• Reading Instruction for Elementary-Age Students with Emotional and Behavioral Disorders: Academic and Behavioral Outcomes (2005, result): “The results for reading achievement in this study mirror those in other studies targeting students with similar achievement and behavioral profiles (Strong et al., 2004; Wehby, Falk, et al., 2003; Wehby, Lane, & Falk, in press).”
• Effects of Repeated Readings, Error Correction, and Performance Feedback on the Fluency and Comprehension of Middle School Students With Behavior Problems (2007, unknown): “The functional relationship demonstrated for three of the students supports previous research that repeated readings is an effective intervention for students with severe behavior problems (Scott & ShearerLingo, 2002; Strong et al., 2004).”