Open AccessProblem Behaviors and Response to Reading Intervention for Upper Elementary Students With Reading Difficulties
Author(s) -
Garrett J. Roberts,
Sharon Vaughn,
Greg Roberts,
Jeremy Miciak
Publication year - 2019
Publication title -
remedial and special education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 2.392
H-Index - 64
eISSN - 1538-4756
pISSN - 0741-9325
DOI - 10.1177/0741932519865263
Subject(s) - fluency , reading comprehension , reading (process) , psychology , intervention (counseling) , test (biology) , comprehension , response to intervention , psychological intervention , developmental psychology , mathematics education , special education , computer science , linguistics , paleontology , philosophy , psychiatry , biology , programming language
This study investigated the extent to which problem behaviors were factors associated with response to a year-long multicomponent reading intervention for fourth- and fifth-grade students with reading difficulties. Students scoring ≤85 standard score on the Test of Silent Reading Efficiency and Comprehension ( n = 108), a reading fluency and comprehension screener measure, were randomized to the researcher-provided treatment condition ( n = 55) or the business-as-usual comparison condition ( n = 53). Results indicated that problem behaviors were associated with lower reading comprehension outcomes. Findings also suggested that students with higher levels of overall problem behaviors and externalizing behaviors in the treatment condition outperformed similar students in the comparison condition on the Gates-MacGinitie Reading Test ( p < .05). Future research is needed on how to best identify, develop, and adapt effective interventions for students with reading difficulties and problem behaviors within school-wide response to intervention frameworks.