Type of Document	Thesis
Author	Brewton, Tanesha Lashawn
Author's Email Address	tlb8789@fsu.edu
URN	etd-04102006-181838
Title	The Effect of an Evidence-Based Reading Intervention on the Reading Progress of Students with Emotional and Behavioral Disorders
Degree	Master of Science
Department	Childhood Education, Reading and Disability Services, Department of
Advisory Committee	Advisor Name Title Stephanie Al Otaiba Committee Chair Mabel Rivera Committee Member Monica Delano Committee Member
Keywords	Emotional Behavior Disorders Reading
Date of Defense	2006-03-21
Availability	unrestricted
Abstract Students with emotional and behavior disorders are at risk for significant deficits in reading, however, reading research on evidence-based practices for this population remains limited. Literature reviewed for this study on reading and students with Emotional and Behavioral disorders did not include all of the five essential components of reading instruction outlined by the National Reading Panel that should be an explicit and systematic element of reading instruction. The No Child Left Behind Act of 2001 requires the inclusion of students with disabilities in statewide assessments, including reading assessments. This study implemented a 13 week reading tutoring intervention that included all five components, and was supplemental to the Reading Mastery classroom curriculum. Three first graders and one kindergartner diagnosed with emotional and behavioral disorders were selected from an elementary school with a county program for students with emotional behavior disorders. A multiple baseline across subjects design was used to assess the effects of tutoring on nonsense word, phonemic segmentation, and oral reading fluency. Criterion referenced and Standardized Reading measures were documented for pre to posttreatment outcomes. Results indicated gains in the areas of phonemic awareness, phonics, and fluency as measured using DIBELS and the Woodcock Reading Mastery Test-Revised.
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