Reading Interventions for Students with Reading and Behavioral Difficulties: a Meta-analysis and Evaluation of Co-occurring Difficulties

Roberts, Garrett J.; Cho, Eunsoo; Garwood, Justin D.; Goble, Grant H.; Robertson, Taryn; Hodges, Abby

doi:10.1007/s10648-019-09485-1

Cited by 29 publications

(41 citation statements)

References 72 publications

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“…Overall, the intervention seems to work really well for one variable and well for the other two. Storytelling seems to also have an effect on the reading of sight words and goes partly in line by meta-analytic finding by Roberts et al (2020) who were focused on foundational reading instructions for students with problem behavior in grades K-12 (g = 0.86) as well as small group reading instruction for grade 1-4 (e.g., Scammacca et al, 2015). With regard to students who struggled with sight word reading, one can see that even with those displaying slow increase, the improvement seems to come after some time.…”

Section: Main Findingssupporting

confidence: 74%

A Storytelling Approach on Vocabulary, Reading, and Letter Sound Fluency of Struggling First Graders With German as Second Language With and Without Behavioral Problems

2021

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The number of students learning German as a second language (L2) is steadily increasing. Unfortunately, studies reveal that less-proficient school performance affects a larger proportion of these students and additional behavioral problems can create even greater learning barriers. In order to master a language, the focus is not only on vocabulary, but also on reading, and studies show that multi-component intervention in reading and L2 acquisition is particularly promising. Therefore, this multiple baseline study focuses on a multi-component storytelling intervention on vocabulary, reading, and letter sound fluency of low-achieving first graders with German as L2 with and without behavioral problems (N = 7). The intervention was implemented 3 times a week over a 6-week period. Results show significant large to very large effects on vocabulary and moderate to large effects on letter sound fluency and reading, providing indication for the positive impact of storytelling on multiple aspects simultaneously for the focused sample.

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Section: Main Findingssupporting

confidence: 74%

A Storytelling Approach on Vocabulary, Reading, and Letter Sound Fluency of Struggling First Graders With German as Second Language With and Without Behavioral Problems

2021

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“…Research has also explored the association between learning difficulties and behavior problems (Roberts et al, 2019), showing that lower academic achievement is a risk factor for developing behavior difficulties among students with special educational needs and disabilities (Oldfield et al, 2017). The study of the learning context and the school environment, which facilitates or hinders learning, has shown that the expectations from teachers and their attitudes toward children with special needs are some of the most influential elements (Anderson et al, 2014;Wilson et al, 2016;Bowles et al, 2018).…”

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confidence: 99%

How the Psychology of Education Contributes to Research With a Social Impact on the Education of Students With Special Needs: The Case of Successful Educational Actions

et al. 2020

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Frontiers in Psychology | www.frontiersin.org March 2020 | Volume 11 | Article 439 Duque et al.Educational Psychology Impact on Special Needs use these actions to create shared learning spaces between mainstream and special schools. The improvement of the educational opportunities for a greater number and greater diversity of students with special needs evidences the social impact of research based on key contributions of the psychology of education.Keywords: social impact, psychology of education, special educational needs, interactive groups, dialogic literary gatherings Frontiers in Psychology | www.frontiersin.org absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

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“…The co-occurrence of behavior problems and reading difficulties among many school-aged children has the attention of researchers (Roberts et al, 2019). One group of students who often struggle with reading and behavior problems are those with or at risk for EBD (Garwood et al, 2017), which typically includes students identified for special education services related to an emotional disturbance (ED) or a learning disability (LD; Forness et al, 2012).…”

Section: Co-occurrence Of Reading and Behavior Difficultiesmentioning

confidence: 99%

Early Reading Instruction With Embedded Behavioral Supports for Children With Emotional and Behavioral Disorders

2020

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Professional development in research-based early reading intervention and curriculum materials is not consistently available to special educators working with students with emotional and behavioral disorders (EBD). This article provides practitioners serving elementary school students with and at risk for EBD with a variety of options for delivering reading instruction with embedded behavioral supports.

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Reading Interventions for Students with Reading and Behavioral Difficulties: a Meta-analysis and Evaluation of Co-occurring Difficulties

Cited by 29 publications

References 72 publications

A Storytelling Approach on Vocabulary, Reading, and Letter Sound Fluency of Struggling First Graders With German as Second Language With and Without Behavioral Problems

A Storytelling Approach on Vocabulary, Reading, and Letter Sound Fluency of Struggling First Graders With German as Second Language With and Without Behavioral Problems

How the Psychology of Education Contributes to Research With a Social Impact on the Education of Students With Special Needs: The Case of Successful Educational Actions

Early Reading Instruction With Embedded Behavioral Supports for Children With Emotional and Behavioral Disorders

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