A Meta-Analysis of the Effects of Reading Instruction on the Reading Skills of Students With or at Risk of Behavioral Disorders

The findings of a meta-analysis of the effect of reading instruction on the reading skills of students with or at risk of behavioral disorders (BD) are reported. The goal of the synthesis was to extend the work of Coleman and Vaughn by (a) detailing independent variables and outcome measures for eac...

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Bibliographic Details
Published in:Behavioral disorders 2010-02, Vol.35 (2), p.86-102
Main Authors: Benner, Gregory J., Nelson, J. Ron, Ralston, Nicole C., Mooney, Paul
Format: Article
Language:English
Subjects:
At Risk Students
Behavior Disorders
Behavioral disorders
Bipolar disorder
Child Health
Early Reading
Educational Change
Educational Strategies
Effect Size
Elementary school students
Grade 1
Grade 6
Instructional design
Instructional Effectiveness
Instructional Materials
Intervention
Learner Engagement
Learning
Literacy
Literacy Education
Meta Analysis
Mood disorders
Phonological awareness
R&D
Reading Achievement
Reading comprehension
Reading Difficulties
Reading Instruction
Reading programs
Reading Skills
Research & development
Skills
Small Group Instruction
Special education
Systematic review
Teaching Methods
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Summary:The findings of a meta-analysis of the effect of reading instruction on the reading skills of students with or at risk of behavioral disorders (BD) are reported. The goal of the synthesis was to extend the work of Coleman and Vaughn by (a) detailing independent variables and outcome measures for each study, (b) including studies sampling from students with or at risk of BD, (c) analyzing study outcomes using average effect size estimates as a common metric, and (d) summarizing literature on reading interventions conducted with students with or at risk of BD over nearly four decades (from 1970 to present). Results of the review suggest that effective literacy instruction has a positive effect on the reading skills of students with or at risk of BD. Limitations and future directions are presented.
ISSN:0198-7429
2163-5307
DOI:10.1177/019874291003500202