A meta-analysis of the effects of reading instruction on the reading skills of students with or at risk of behavioral disorders

Gregory J. Benner, J. Ron Nelson, Nicole C. Ralston, Paul Mooney

Research output: Contribution to journalReview article

36 Scopus citations

Abstract

The findings of a meta-analysis of the effect of reading instruction on the reading skills of students with or at risk of behavioral disorders (BD) are reported. The goal of the synthesis was to extend the work of Coleman and Vaughn by (a) detailing independent variables and outcome measures for each study, (b) including studies sampling from students with or at risk of BD, (c) analyzing study outcomes using average effect size estimates as a common metric, and (d) summarizing literature on reading interventions conducted with students with or at risk of BD over nearly four decades (from 1970 to present). Results of the review suggest that effective literacy instruction has a positive effect on the reading skills of students with or at risk of BD. Limitations and future directions are presented.

Original languageEnglish (US)
Pages (from-to)86-102
Number of pages17
JournalBehavioral Disorders
Volume35
Issue number2
StatePublished - Feb 1 2010

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology
  • Clinical Psychology

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