Literaturnachweis - Detailanzeige
| Autor/inn/en | McKenna, John William; Garwood, Justin; Solis, Michael |
|---|---|
| Titel | Reading Instruction for Students with and at Risk for Emotional and Behavioral Disorders: A Synthesis of Observation Research |
| Quelle | In: Journal of Behavioral Education, 31 (2022) 1, S.1-27 (27 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (McKenna, John William) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1053-0819 |
| DOI | 10.1007/s10864-020-09425-y |
| Schlagwörter | At Risk Students; Emotional Disturbances; Behavior Disorders; Access to Education; Reading Instruction; Evidence Based Practice; Observation; Reading Research; Research Design; Research Methodology |
| Abstract | Observation research can shed light on the degree to which students have access to research-based instruction and intervention. In this systematic review of reading observation research for students with and at risk for emotional and behavioral disorders, we sought to identify trends in the settings and student populations investigated and research methods used, as well as to determine the degree to which this student population has access to research-based reading instruction. Eleven studies meeting selection criteria were identified and coded to extract information that was salient to research questions. Although the extant observation research is limited, findings suggest that concerns raised by (Vaughn et al., Journal of Special Education 36:2-13, 2002) approximately 18 years ago remain. Study limitations, implications for school practice, and areas for future research are discussed. (As Provided). |
| Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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