A Methodological Review of Research Syntheses Involving Reading Interventions for Students with Emotional and Behavioral Disorders

Autor/inn/en	Chitiyo, Argnue; King, Seth A.; Krizon, Margaret D.; Ablakwa, Cephas N.; Markelz, Andrew M.
Titel	A Methodological Review of Research Syntheses Involving Reading Interventions for Students with Emotional and Behavioral Disorders
Quelle	In: Behavioral Disorders, 46 (2021) 4, S.214-225 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chitiyo, Argnue)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0198-7429
DOI	10.1177/0198742920919095
Schlagwörter	Intervention; Reading Skills; Reading Instruction; Instructional Effectiveness; Evidence Based Practice; Students with Disabilities; Behavior Disorders; Emotional Disturbances; Children; Reading Research; Meta Analysis; Literature Reviews; Research Methodology; Research Design; Evaluation Criteria; Special Education; Synthesis; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Reading skill; Lesefertigkeit; Leseunterricht; Unterrichtserfolg; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Gefühlsstörung; Child; Kind; Kinder; Leseforschung; Meta-analysis; Metaanalyse; Research method; Forschungsmethode; Forschungsdesign; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	Students with emotional and behavioral disorders (EBD) exhibit problem behaviors that potentially result in lower performance in reading and related content areas. Researchers and policy makers have increasingly emphasized the need for evidence-based practices (EBPs) in reading. However, conclusions made regarding the effectiveness of the interventions strongly depend on the rigor of systematic reviews and meta-analyses used to identify intervention research. This article applied a set of established quality indicators to literature reviews of reading instruction for children with EBD. Systematic reviews and meta-analyses published in refereed journals between 1996 and 2018 were eligible for inclusion. Identified reviews (n = 17) generally exhibited a range of methodological strengths; however, authors did not consistently describe coding procedures or assess the quality of primary studies. Implications for the identification of EBP follow a discussion of findings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01