Year-end Sale % OFF 
Abstract
This study examined the effects of a systematic, phonics-based reading intervention on the oral reading fluency and accuracy of adolescents with emotional and behavioral disorders (EBD) receiving educational services in a juvenile correctional facility. A multiple-baseline design across four participants was used to calculate the effect of daily, one-on-one, 30-minute reading instructional sessions provided over nine weeks. Oral reading fluency increased markedly and error rates decreased for each participant in the intervention phase. Participants also experienced improvements in reading as measured pre- and postintervention on a standardized reading assessment. Findings underscore the promise of systematic reading intervention for improving academic outcomes for adolescents with EBD confined to juvenile correctional facilities who are also struggling readers.
Published Version
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
