A meta-analysis of the effects of reading instruction on the reading skills of students with or at risk of behavioral disorders
Document Type
Article
Publication Date
1-1-2010
Abstract
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.
Publication Source (Journal or Book title)
Behavioral Disorders
First Page
86
Last Page
102
Recommended Citation
Benner, G., Ron Nelson, J., Ralston, N., & Mooney, P. (2010). A meta-analysis of the effects of reading instruction on the reading skills of students with or at risk of behavioral disorders. Behavioral Disorders, 35 (2), 86-102. https://doi.org/10.1177/019874291003500202