Academic Processing Speed Mediates the Influence of Both Externalizing Behavior and Language Skills on the Academic Skills of Students with Emotional Disturbance

The results from previous research suggest that there is a relatively small (albeit statistically significant) relationship between the externalizing behavior and academic skills of students with emotional disturbance (ED). Researchers have also found that the majority of these students have language deficits that hinder their academic performance. The purposes of this study were to investigate the mediating role of academic processing speed (i.e., academic fluency) on the relationship between: (a) The externalizing behavior and academic skills of K-12 students with ED; and (b) language skills and academic skills of students with ED. Results indicate that academic processing speed mediated the influence of both language skills and externalizing behavior on academic skills of this population. The findings, limitations, and implications were discussed

Tier 3 Primary Grade Reading Interventions: Can We Distinguish Necessary from Sufficient?

The purpose of this chapter is to describe tier 3 reading interventions used for primary grade students (in kindergarten through third grade). Within multi-tier response-to-intervention systems, tier 3 is reserved for the very few students with the most persistent reading difficulties, having demonstrated significant difficulties in learning to read even with tier 1 and tier 2 supports. As explained in greater detail, tier 3 may be a last layer of intervention in general education that serves as part of a prereferral process or it may be special education. Following the description of the conceptual framework for the chapter, and the discussion of variability in tier 3 implementation, the literature is reviewed to learn whether it is known what is necessary and sufficient to help students who are struggling to read, including students with reading or mild-to-moderate intellectual disabilities. Implications for research are discussed and directions for future research are identified