Abstract
Although children with emotional and behavioural disorders (EBD) demonstrate significant difficulties in academic achievement including reading, little attention has been placed on effective reading instructional practices for this population of students. The purpose of this article is to briefly review the knowledge base of early reading instruction and the deep gaps in the research literature on how reading is taught to students with EBD. Finally, we will summarise several completed and ongoing research efforts that inform us of the instructional status quo for students with EBD in reading and efforts to improve academic outcomes for this population.
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