Improving Reading Comprehension and Fluency Outcomes for Adolescents With Emotional-Behavioral Disorders: Recent Research Synthesized
Remedial and Special Education
Garwood, J. D., Brunsting, N. C., et al. (2014).
Remedial and Special Education, 35(3), 181-194.
This systematic review investigates the impact of reading comprehension and reading fluency interventions in middle and high school students with emotional-behavioral disorders.
The authors concluded that story mapping had the most significant effects on reading compression skills for adolescents with emotional disabilities.
Repeated reading in isolation or repeated reading combined with corrective reading had the largest effects on reading fluency for adolescents with emotional disabilities.
The majority of studies in the included review showed moderate to large effects for variety of interventions (e.g., repeated reading, text mapping/graphic organizers, and peer-assisted interventions) to improve literacy skills in adolescents with emotional disabilities.
