Case study of a student with an emotional behavioral disorder: an increase in reading fluency and its effect on reading comprehension and behavior in the general education classroom.
This study investigated the effect an increase in reading fluency had on reading comprehension and on-task behavior in the general education classroom. The participant was an 18 year-old with a cognitive disability and emotional behavioral disorder. The intervention included repeated reading, vocabulary, partner reading, comprehension questions, and weekly classroom observations. Data collected throughout the course of the intervention were pre- and post-tests, parent and teacher questionnaires, and measurements of reading fluency, comprehension, and on-task behavior in the classroom. Results showed small gains in reading fluency and on-task behavior in the classroom, but no change in reading comprehension. Some limitations that may have affected progress include: the limited number and length of intervention sessions, amount of time devoted to classroom observations, and participant\u27s attendance. Further research is needed on effective literacy interventions to determine a relationship between reading fluency, comprehension, and on-task behavior in the classroom for students with disabilities
