This descriptive study examined whether a computer-based, repeated reading intervention (i.e., Reading Relevant and Culturally Engaging Stories) is associated with improved reading and social behavior for three primary-aged urban black girls who each showed both academic and behavioral risk. The Reading Relevant and Culturally Engaging Stories…

This study investigated the effects of small-group reading interventions, implemented within a school wide positive behavior support model, on elementary students with and without risk for emotional and behavior disorders. Participating schools and students were part of a larger randomized controlled group study. A subset of the larger study, four…

Eight first-grade students with either internalizing or externalizing behavioral risk factors participated in a supplemental reading intervention for 30 min per day. The intervention package consisted of three main components: instruction in word recognition, fluency, and appropriate behavior. A multiple-baseline design was employed to assess…

This study examined the effects of a systematic, phonics-based reading intervention on the oral reading fluency and accuracy of adolescents with emotional and behavioral disorders (EBD) receiving educational services in a juvenile correctional facility. A multiple-baseline design across four participants was used to calculate the effect of daily,…

A multiple probe design was employed for this study to assess the effectiveness of the "Corrective Reading" program (Engelmann et al., 1999) on students' reading fluency and behavior during reading-related instruction. Direct observations assessed the effect on students' behavior in both general and special education classrooms. Reading fluency…