Reading Instruction for Students with Emotional and Behavioral Disorders and At Risk of Antisocial Behaviors in Primary Grades: Review of Literature.

摘要: Frequently, students with emotional and behavior disorders (EBD) exhibit academic underachievement combined high levels of externalizing behaviors resistance to instructional efforts. Regardless the present reading initiatives, research focusing on interventions for teaching EBD continues be limited. This article extends previous efforts review literature concerning instruction EBD. Specifically, this focuses employed in primary grades. Because paucity documented issues related late misidentification EBD, studies including at risk antisocial were included. Eleven found carefully reviewed. Results demonstrate efficacy several interventions, Direct Instruction, peer tutoring, behaviorally based procedures such as time delay prompting, trial error, differential reinforcement.