Reading Interventions for Students with Emotional/Behavioral Disorders

By M. Coleman, S. Vaughn. 2000

129 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/e7818db6aa9be0a24936199f0b69d24bcf367c55

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Juvenile Delinquency and Recidivism: The Impact of Academic Achievement (2008, background): “Unfortunately, to date there have been limited studies investigating the efficacy of specific academic interventions for incarcerated youths (Coleman & Vaughn, 2000; Mastropieri, Jenkins, & Scruggs, 1985; Vaughn, Levy, Coleman, & Bos, 2002).”
Academic Instruction for Students with Emotional and Behavioral Disorders (2003, background): “Recent reviews of academic interventions with students with EBD (Coleman & Vaughn, 2000; Lane, in press; Mooney, Epstein, Reid, & Nelson, in press; Ruhl & Berlinghoff, 1992) have indicated a scarcity of academic, treatment-outcome studies conducted with this population.”
The Impact of Comprehensive Reading Instruction on the Academic and Social Behavior of Students with Emotional and Behavioral Disorders (2003, background): “…further compounded by the fact that research literature has failed to sufficiently identify effective academic interventions for students with EBD (Gunter & Denny, 1998; Ruhl & Berlinghoff, 1992); even fewer studies exist that specifically focus on reading interventions (Coleman & Vaughn, 2000).”
Meta-Analysis of Math Interventions for Students With Emotional and Behavioral Disorders (2008, background): “Recently, several reviews of academic interventions for students with EBD have appeared in the literature (Coleman & Vaughn, 2000; Gunter & Denny, 1998; Kroesbergen & van Luit, 2003; Lane, 2004; Mooney, Epstein, Reid, & Nelson, 2003; Ruhl & Berlinghoff, 1992; Trout, Nordness, Pierce, & Epstein,…”
The Impact of a Structured Reading Curriculum and Repeated Reading on the Performance of Junior High Students With Emotional and Behavioral Disorders (2004, background): “For many students with E/BD, achievement problems are particularly troublesome in the area of reading (Maughan, Pickles, Hagell, Rutter, & Yule, 1996; McMichael, 1979; Richmond & Blagg, 1985; 1992), these reading deficits likely contribute to the dismal outcomes for these students such as high dropo”
Effects of Reciprocal Peer Tutoring and Self-Graphing on Reading Fluency and Classroom Behavior of Middle School Students With Emotional or Behavioral Disorders (2007, background): “Coleman and Vaughn (2000) noted the emotional variability cited by teachers of students with EBD, particularly as it relates to providing effective reading instruction.”
Critical Educational Program Components for Students With Emotional and Behavioral Disorders: Science, Policy, and Practice (2011, background): “…that these students are able to acquire academic skills and knowledge when systematically and meticulously exposed to effective practice curricula and instructional methods such as direct instruction and tutoring (Coleman & Vaughn, 2000; Griffith, Trout, Hagaman, & Harper, 2008; Lane, 2004).”
Academic Achievement of K-12 Students with Emotional and Behavioral Disorders (2004, background): “In a review of the literature, Coleman and Vaughn (2000) identified only eight published articles assessing the effects of reading interventions for students with E/BD.”
Reading Instruction for Elementary-Age Students with Emotional and Behavioral Disorders: Academic and Behavioral Outcomes (2005, background): “Second, teachers report that separating behavioral challenges from academic problems is difficult when working with students with E/BD. Emotional variability interrupts instruction and results in unsteady academic progress (Coleman & Vaughn, 2000).”