Students with Emotional and Behavioral Disabilities (EBD) in the United States are characterized by behavioral deficits that impact their academic performance and social relationships. Students with EBD have lower academic performance in reading and math, more failed courses, higher rates of grade retention, and fewer than fifty percent graduate from high school (Kauffman, 2001; U.S Department of Education, 2001). One of the greatest predictors of behavioral issues in children is academic failure (Maguin & Loeber, 1996). Although information on evidenced based academic interventions for students with EBD is scarce (Coleman & Vaughn, 2000; Griffith, Trout, Hagaman, & Harper, 2009), studies have documented the success of self-management techniques to support the behavioral change in students with EBD (Martella, Nelsen, & Marchuand-Martella, 1999; Mooney, Ryan, Uhing, Reid, & Epstein, 2005) and Self-Regulation Strategy Development (SRSD) significantly improves how students with severe reading comprehension problems understand what they have read (Harris & Graham, 1999). This study analyzes the effects of the reading intervention, Thinking Before Reading, Thinking While Reading, Thinking After Reading (TWA). TWA is an instructional tool that combines both self-management and self-regulation techniques to improve comprehension and written summarizations of expository text for secondary students with EBD. Initial results demonstrate the effectiveness of the TWA intervention with good validity and reliability.
|School:||University of Washington|
|School Location:||United States -- Washington|
|Source:||DAI-A 71/10, Dissertation Abstracts International|
|Subjects:||Behavioral psychology, Educational psychology, Special education, Secondary education, Literacy, Reading instruction|
|Keywords:||Comprehension, Emotional and behavioral disabilities, Expository text, Reading comprehension, Secondary, Self-regulated strategy development, Self-regulation|
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