Kathleen Lynne Lane|M. Annette Little|Jenny Redding-Rhodes|Andrea Phillips|Megan T. Welsh
Outcomes of a Teacher-Led Reading Intervention for Elementary Students at Risk for Behavioral Disorders
Vanderbilt University|Peabody|Vanderbilt University|Peabody|Vanderbilt University|Peabody|Vanderbilt University|Peabody|Vanderbilt University|Peabody
date reports reading interventions students risk emotionalbehavioral disorders ebd published refereed journals involved sustained support university schoolsite personnel study examined efficacy feasibility reading intervention 2 general education teachers implemented inclusive settings support 7 firstgrade students risk ebd reading difficulties results multiple baseline design revealed lasting improvements reading fluency students accompanied decreases variability academic engagement 4 students although intervention goals procedures outcomes exceeded teacher expectations social validity ratings students declined onset conclusion intervention article presents limitations future directions educational implications