Early literacy instruction for first-grade students at-risk for emotional and behavioral disorders

Date

2016-05-01

Journal Title

Journal ISSN

Volume Title

Publisher

Kansas State University

Abstract

This study investigated the effectiveness of an early literacy program for first grade students classified as at-risk for emotional and behavioral disorders, who were nonresponsive to previous schoolwide interventions, and who performed in the bottom one-third of their class on a standardized reading assessment. This study, which consisted of a multiple-probe across intervention groups experimental design aimed to produce literacy and behavior results previously obtained by other well-known researchers. Results indicated growth in oral reading fluency for all five participants, in nonsense word fluency for four out of the five participants, and a decreased display of total disruptive behaviors for all. Findings reaffirm outcomes obtained in previous investigations; specifically, improved early literacy skills are concomitant with ongoing decreases in disruptive classroom behavior. Limitations are discussed and suggestions for future research are provided.

Description

Keywords

Nonsense word fluency, Literacy, Emotional disorders, Behavior disorders, Multiple probe design, Oral reading fluency

Graduation Month

May

Degree

Doctor of Education

Department

Department of Special Education, Counseling and Student Affairs

Major Professor

James Teagarden

Date

2016

Type

Dissertation

Citation