A Methodological Review of Research Syntheses Involving Reading Interventions for Students With Emotional and Behavioral Disorders.
Students with emotional and behavioral disorders (EBD) exhibit problem behaviors that potentially result in lower performance in reading and related content areas. Researchers and policy makers have increasingly emphasized the need for evidence-based practices (EBPs) in reading. However, conclusions...
| Publicado en: | Behavioral Disorders Vol. 46; no. 4; pp. 214 - 226 |
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| Autores principales: | , , , , |
| Formato: | research systematic review tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
Aug2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=151330949&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 151330949 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01987429 BHD jtl: Behavioral Disorders issn: 01987429 maglogo: Y pubinfo: dt: Aug2021 vid: 46 iid: 4 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 151330949 146256999 151330949 151330949 10.1177/0198742920919095 151330949 ppf: 214 ppct: 12 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: A Methodological Review of Research Syntheses Involving Reading Interventions for Students With Emotional and Behavioral Disorders. aug: au: Chitiyo, Argnue King, Seth A. Krizon, Margaret D. Ablakwa, Cephas N. Markelz, Andrew M. affil: Ball State University, Muncie, IN, USA sug: subj: Reading Education Students with Disabilities Affective Disorders Behavioral Symptoms Human Professional Practice, Evidence-Based Systematic Review Meta Analysis ab: Students with emotional and behavioral disorders (EBD) exhibit problem behaviors that potentially result in lower performance in reading and related content areas. Researchers and policy makers have increasingly emphasized the need for evidence-based practices (EBPs) in reading. However, conclusions made regarding the effectiveness of the interventions strongly depend on the rigor of systematic reviews and meta-analyses used to identify intervention research. This article applied a set of established quality indicators to literature reviews of reading instruction for children with EBD. Systematic reviews and meta-analyses published in refereed journals between 1996 and 2018 were eligible for inclusion. Identified reviews (n = 17) generally exhibited a range of methodological strengths; however, authors did not consistently describe coding procedures or assess the quality of primary studies. Implications for the identification of EBP follow a discussion of findings. pubtype: Academic Journal doctype: meta analysis research systematic review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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