Improving The Early Literacy Skills of Children with Behavioral Disorders and Phonological Processing Deficits at School Entry

J. Ron Nelson, Gregory J. Benner

Research output: Contribution to journalArticle

1 Scopus citations

Abstract

Improving the reading outcomes of children with concomitant emotional and behavior disorders (BD) and phonological processing deficits represents one of the greatest challenges facing educators today. For example, the results from a meta-analysis indicated that problem behavior (Zr=.46) was as important as phonological processing skills in predicting the effectiveness of early literacy interventions (Nelson, Benner, & Gonzalez, 2003). It is clear that children with BD and concomitant phonological processing deficits require intensive early literacy interventions that are delivered at school entry. In this paper, we describe such an intensive early literacy support program that has been validated with young children with BD and phonological processing deficits (Banner, 2003), provide justification for the practical use of this program, and discuss detailed guidelines for the use of this program in an inclusive setting.

Original languageEnglish (US)
Pages (from-to)105-108
Number of pages4
JournalReading and Writing Quarterly
Volume21
Issue number1
DOIs
StatePublished - Jan 1 2005

ASJC Scopus subject areas

  • Education
  • Linguistics and Language

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