The Impact of a Structured Reading Curriculum and Repeated Reading on the Performance of Junior High Students With Emotional and Behavioral Disorders

Abstract

Students with emotional and behavioral disorders (E/BD) frequently exhibit academic deficits alongside their behavioral deficits, particularly in the area of reading; however, there are very few studies examining ways to address the reading problems of this population of students at the middle and high school level. This study examined the effect of a repeated reading intervention in conjunction with an empirically valid reading program on the reading fluency of junior high students identified with E/BD. First, the teacher implemented the Corrective Reading curriculum on a classwide basis. Next, a multiple baseline design across student groups was used to evaluate the impact of a repeated reading intervention on various fluency measures. Data showed increased reading fluency following the implementation of the repeated reading intervention. Limitations and future directions are discussed.

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