Reading instruction for youth with emotional and behavioral disorders in a Juvenile correctional facility

Behavioral Disorders

Volumn 32, Issue 1, 2006, Pages 18-28

  Allen DeBoer, Robyn A ^a,b   Malmgren, Kimber W ^a   Glass, Mary Elizabeth ^a  

^a UNIVERSITY OF WISCONSIN MADISON   (United States)

^b University Club Building   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 34248647043     PISSN: 01987429     EISSN: None     Source Type: Journal    
DOI: 10.1177/019874290603200101     Document Type: Article

References (43)

1. Babyak, A. E., Koorland, M., & Mathes, P. C. (2000). The effects of story mapping instruction on the reading comprehension of students with behavioral disorders. Behavioral Disorders, 25, 239-258.
2. Barton-Arwood, S. M., Wehby, J. H., & Falk, K. B. (2005). Reading instruction for elementary-age students with emotional and behavioral disorders: Academic and behavioral outcomes. Exceptional Children, 72, 7-27.
3. Brunner, M. S. (1993). Reduced recidivism and increased employment opportunity through research-based reading instruction. NCJ Publication No. 141324. Washington, DC: Office of Juvenile Justice and Delinquency Prevention.
4. Burrell, S., & Warboys, L. (2000). Specia/ education and the juvenile justice system. Washington, DC: U.S. Department of Justice, Office of Juvenile Justice and Delinquency Prevention.
5. Carnine, D. W., Silbert, J., Kame'enui, E. J., & Tarver, S. C. (2004). Direct instruction reading. Upper Saddle River, NJ: Prentice Hall.
6. Catts, H. W., Fey, M. E., Zhang, X., & Tomblin, J. B. (1999). Language basis of reading and reading disabilities: Evidence from a longitudinal investigation. Scientific Studies of Reading, 3, 331-361.
7. Coleman, M., & Vaughn, S. (2000). Reading interventions for students with emotional/ behavioral disorders. Behavioral Disorders, 25, 93-104.
8. Coulter, C. (2004). Using one-to-one tutoring and proven reading strategies to improve reading performance with adjudicated youth. Journal of Correctional Education, 55, 321-333.
9. Drakeford, W. (2002). The impact of an intensive program to increase the literacy skills of youth confined to juvenile corrections. Journal of Correctional Education, 53, 139-144.
10. Engelmann, S., Becker, W., Carnine, L., Eisele, J., Haddox, P., Hanner, S., et. al. (1999). Corrective reading. Columbus, OH: SRA/McGraw-Hill.
11. Florida Legislature. (1998). Review of education services in juvenile residential facilities. (Report No. 98-28). Tallahassee, FL: Office of Program Policy Analysis and Government Accountability. (ERIC Document Reproduction Service No. ED 426 335).
12. Foley, R. M. (2001). Academic characteristics of incarcerated youth and correctional educational programs: A literature review, Journal of Emotional and Behavioral Disorders, 9, 248-259.
13. Good, R. H., & Kaminski, R. A. (2002). Dynamic indicators of basic early literacy skills (6th ed.). Eugene, OR: Institute for the Development of Educational Achievement. Available: http:// dibels.uoregon.edu/.
14. Harris, R. E., Marchand-Martel la, N., & Martella, R. C. (2000). Effects of a peer-delivered corrective reading program, Journal of Behavioral Education, 10, 21-36.
15. Hodges, J., Giuliotti, N. &. Porpotage, II, F. M. (1994). Improving literacy skills of juvenile detainees. Washington, DC: U.S. Department of Justice.
16. Katsiyannis, A., & Archwamety, T. (1999). Academic remediation/achievement and other factors related to recidivism rates among delinquent youth. Behavioral Disorders, 24, 93-101.
17. Kazdin, A. (1982). Single-case research designs. New York: Oxford University Press.
18. Kennedy, C. H. (2005). Single-case designs for educational research. Boston: Allyn & Bacon.
19. Leone, P. E. (1994). Education services for youth with disabilities in a state-operated juvenile correctional system: Case study analysis. The tournai of Special Education, 28, 43-58.
20. Leone, P. E., Meisel, S. M., & Drakeford, W. (2002). Special education programs for youth with disabilities in juvenile corrections. Journal of Correctional Education, 53, 46-50.
21. Lingo, A. S., Slaton, D., & Jolivette, K. (2006). Effects of Corrective Reading on the reading abilities and classroom behaviors of middle school students with reading deficits and challenging behavior. Behavioral Disorders, 31, 265-283.
22. MacGinitie, W. H., MacGinitie, R. K., Maria, K., & Dreyer, L. G. (2000). Gates-MacGinitie reading tests: Examiner's manual (4th ed.). Itasca, IL: Riverside Publishing.
23. Malmgren, K. W., & Leone, P. E. (2000). Effects of a short-term auxiliary reading program on the reading skills of incarcerated youth. Education and Treatment of Children, 23, 239- 247.
24. Marchand-Martella, N. E., Martella, R. C., Orlob, M., & Ebey, T. (2000). Conducting action research in a rural high school setting using peers as corrective reading instructors for students with disabilities. Rural Special Education Quarterly, 19, 20-30.
25. Maughan, B., Pickles, A., Hagell, A., Rutter, M., & Yule, W. (1996). Reading problems and antisocial behaviour: Developmental trends in comorbidity. Journal of Child Psychology and Psychiatry, 37, 405-518.
26. Moody, B. A. (2003). Juvenile corrections educators: Their knowledge and understanding of special education. Journal of Correctional Education, 54, 105-107.
27. National Reading Panel. (2002). Report of the National Reading Panel: Teaching children to read. Bethesda MD: National Institute of Child Health and Human Development.
28. Polloway, E., Epstein, M., Polloway, C., Patton, J., & Ball, D. (1986). Corrective Reading program: An analysis of effectiveness with learning disabled and mentally retarded students. Remedial and Special Education, 7, 41-47.
29. Quinn, M. M., Rutherford, R. B., Leone, P. E., Osher, D. M., & Poirier, J. M. (2005). Youth with disabilities in juvenile corrections: A national survey. Exceptional Children, 71, 339-345.
30. Rincker, J. L., Reilly, T. F., & Braaten, S. (1990). Academic and intellectual characteristics of adolescent juvenile offenders. Journal of Correctional Education, 41, 124-131.
31. Rivera, M., Al-Otaiba, S., & Koorland, M. A. (2006). Reading instruction for students with emotional and behavioral disorders and at risk of antisocial behaviors in primary grades: Review of literature. Behavioral Disorders, 31, 323-337.
32. Rutherford, R. B., Nelson, C. M., & Wolford, B. I. (1985). Special education in the most restrictive environment: Correctional/special education. The Journal of Special Education, 19, 59-71.
33. Scarlato, M. C., & Asahara, E. (2004). Effects of Corrective Reading in a residential treatment facility for adjudicated youth, tournai of Direct Instruction, 4, 211-217.
34. Scott, T. M., & Shearer-Lingo, A. (2002). The effects of reading fluency instruction on the academic and behavioral success of middle school students in a self-contained EBD classroom. Preventing School Failure, 46, 167-173.
35. Shaywitz, S. E., Fletcher, J. M., Holahan, J. M., Schneider, A. E., Marchione, K. E., Stuebing, K. K., et. al. (1999). Persistence of dyslexia: The Connecticut longitudinal study at adolescence. Pediatrics, 104, 1351-1359.
36. Shippen, M., E., Houchins, D. E., Steventon, C., & Sartor, D. (2005). A comparison of two direct instruction reading programs for urban middle school students. Remedial and Special Education, 26, 175-182.
37. Strong, A. C., Wehby, J. H., Falk, K. B., & Lane, K. L. (2004), The impact of a structured reading curriculum and repeated reading on the performance of junior high students with emotional and behavioral disorders. School Psychology Review, 33, 561-581.
38. U.S. Department of Education. (1999). Twenty-first annual report to Congress on the implementation of the Individuals with Disabilities Education Act. Washington, DC: U.S. Government Printing Office.
39. U.S. Department of Education. (2004). Twenty-sixth annual report to Congress on the implementation of the Individuals with Disabilities Education Act. Washington, DC: U.S. Government Printing Office.
40. Wagner, M., Newman, L., & Cameto, R. (2004). Changes over time in the secondary school experiences of students with disabilities. A report of findings from the National Longitudinal Transition Study (NLTS) and the National Longitudinal Transition Study (NLTS2). Menlo Park, CA: SRI International.
41. Wehby, J. H., Falk, K. B., Barton-Arwood, S., Lane, K. L., & Cooley, C. (2003). The impact of comprehensive reading instruction on the academic and social behavior of students with emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders, 11, 225-238.
42. Wiederhold, J. L., & Bryant, B. B. (1992). Gray oral reading tests: Examiner's manual (3rd ed.). Austin, TX: Pro-Ed.
43. Woodcock, R. W. (1998). Woodcock reading mastery test - Revised (NU). Circle Pines, MN: American Guidance Service Publishing.