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ERIC Number: ED658934
Record Type: Non-Journal
Publication Date: 2024
Pages: 178
Abstractor: As Provided
ISBN: 979-8-3834-8287-2
ISSN: N/A
EISSN: N/A
Combined Academic and Behavioral Supports for Struggling Readers with Emotional/Behavioral Disorders
Danika Lang
ProQuest LLC, Ph.D. Dissertation, The University of Nebraska - Lincoln
The present study aims to examine the effects of a combination of academic and behavioral supports on students with emotional/behavioral disorders (EBD) who are also struggling readers. A multiple baseline across participants single case design was used to measure the impact of an evidence-based systematic phonics program, in combination with instruction in self-monitoring and self-evaluation via goal setting, on students' word identification/decoding skills, oral reading fluency, and on-task behavior. Curriculum-based progress monitoring measures in nonsense word fluency and oral reading fluency were used to assess participants' progress in reading. Momentary time sampling was the behavior recording method used to measure participants' rate of on-task behavior. The purpose of these assessments was to determine whether the addition of self-monitoring and self-evaluation instruction resulted in improvements in word identification/decoding skills, oral reading fluency, and rate of on-task behavior for participants above and beyond systematic phonics instruction alone. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A