The Effects of Repeated Reading on Fluency for Students With and at Risk for EBD: An Evidence-Based Review.
Students with emotional and behavioral disorders have historically experienced poor outcomes in the area of reading. One strategy that has been suggested for improving oral reading fluency for students with or at risk for emotional and behavioral disorders is repeated reading. However, there has not...
| Publicado en: | Behavioral Disorders Vol. 49; no. 1; pp. 46 - 61 |
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| Autores principales: | , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Sage Publications Inc.
Nov2023
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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=173550553&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 173550553 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01987429 BHD jtl: Behavioral Disorders issn: 01987429 maglogo: Y pubinfo: dt: Nov2023 vid: 49 iid: 1 pid: 344 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 173550553 172968579 173550553 173550553 10.1177/01987429231199668 173550553 ppf: 46 ppct: 15 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: The Effects of Repeated Reading on Fluency for Students With and at Risk for EBD: An Evidence-Based Review. aug: au: Collins, Lauren W. Cook, Sara E. C. Ninci, Jennifer Weingrad, Iana affil: San Diego State University, CA, USA sug: subj: Reading Students Affective Disorders Risk Factors Behavioral Symptoms Risk Factors Professional Practice, Evidence-Based Academic Performance Risk Assessment Human Male Female Education, Special Child Adolescence Child: 6-12 years Adolescent: 13-18 years Male Female ab: Students with emotional and behavioral disorders have historically experienced poor outcomes in the area of reading. One strategy that has been suggested for improving oral reading fluency for students with or at risk for emotional and behavioral disorders is repeated reading. However, there has not been an evidence-based review that examines the use of this intervention for this population. The purpose of this study was to conduct an evidence-based review that examined the use of repeated reading in improving oral reading fluency outcomes for students with and at risk for emotional and behavioral disorders according to the Council for Exceptional Children's Standards for Evidence-Based Practices in Special Education. To focus on students with and at risk for emotional and behavioral disorders, we only included studies that included or disaggregated results for the target population. Although this narrow scope resulted in only six studies for inclusion, repeated reading was classified as having mixed evidence for improving the oral reading fluency of students with emotional and behavioral disorders and insufficient evidence for students at risk. We discuss the implications for research and practice. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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