The Effects of Reading Fluency Instruction on the Academic and Behavioral Success of Middle School Students in a Self-Contained EBD Classroom

Abstract

The students with the most serious emotional and behavioral disorders (EBD) often are confined to self-contained special education classrooms where they typically exhibit chronic and pervasive problems with both academic and social behavior. These students fail more often than any other group of students and are subjected to more exclusionary practices as a reaction to these problems. Without intervention, these students are far more likely to fail their way out of school and continue to fail throughout their lives. This study takes place in a self-contained classroom for students with EBD and examines both academic and social behavior. At issue is whether effective instruction, designed to facilitate high rates of student success, will have an effect on academic and social success rates. A multiple baseline design across students is used to implement two different teacher-directed reading programs. Results indicate that when instruction sets students up to succeed on a daily basis and monitor their progress, positive academic and social outcomes are more likely. Single subject research results and qualitative descriptions of student outcomes are included for each student. A discussion of the reading programs used and the implications for future research is also included.