Maggie Coleman

Reading Instruction for Students with LD and EBD A Synthesis of Observation Studies

This article synthesizes previous observation studies conducted during reading with students with learning disabilities (LD) and emotional/behavioral disorders (EBD). A systematic search of all research conducted between 1975 and 2000 yielded a total of 16 studies (11 independent samples) that met all preestablished criteria. These studies yielded several findings: (a) There was substantial time allocated for reading instruction, though the time varied based on whether students were in special education or general education or both; (b) students were provided more individual and group instruction in special education; (c) the quality of reading instruction was low, overall, with excessive time allocated to waiting and limited time allocated to actual reading of text; and (d) independent seatwork and worksheets consumed large amounts of time allocated for reading. Only a small percentage of students with EBD were participants in the studies. The findings should be interpreted as generalizable primarily for students with learning disabilities. Overall concern about the quality of reading instruction was discussed, as well as future implications for professional development for teachers and instruction for students.

Reading Interventions for Students with Emotional/Behavioral Disorders.

Although children with emotional or behavioral disorders (E/BD) demonstrate significant difficulties in reading, little research has addressed the efficacy of reading interventions with this population. This study began with a review of literature published since 1975 regarding reading interventions with elementary school students with E/BD. Because only eight publications were found that met their selection criteria, the authors conducted a focus group with teachers of students with E/BD. Among the themes voiced by teachers were the emotional variability of their students, fear of failure and trust issues, and the ensuing challenges of motivating students. Both the literature review and the focus group indicated that cross-age tutoring and direct or explicit instruction may hold some promise for students with E/BD. However, neither the review nor the focus group revealed specific instructional procedures that are helpful with these students. The lack of a knowledge base in this area is particularly disturbing given the current priority placed on early reading, the push toward inclusion, and the requirement of access to the general education curriculum for students with E/BD.

Fluency and Comprehension Interventions for Third-Grade Students

Eight third-grade teachers and their 111 students participated in this 12-week study that was conducted within regular classroom settings. Sixteen of the students demonstrated significant reading problems and qualified for special education or were identified by the school district as dyslexic. This study addressed the differential effects of fluency and comprehension instruction on fluency and comprehension outcomes in two groups of students: those with significant reading problems and those who are low- to average-achieving students. Eight classrooms of third graders and their teachers were assigned to one of two interventions : partner reading, designed to enhance fluency, or collaborative strategic reading, designed to enhance comprehension. Results indicated no statistically significant main effects or group-by-time interaction effects; however, over time (pre- to posttest), there were statistically significant effects for rate of reading and correct words read per minute (but not accuracy or comprehension) for both partner reading and collaborative strategic reading for both low- to average-achieving students and students with reading disabilities.

Aggression Replacement Training with Behaviorally Disordered Adolescents.

This study assessed the effects of a 10-week aggression replacement training program with a group of 39 adolescents with behavioral disorders in residential treatment. Two-thirds of the sample had DSM III-R diagnoses of conduct disorder. Assigned to the treatment group were 25 subjects and 14 subjects were assigned to the control group. Subjects were pre- and posttested on four criterion-referenced measures and one behavior incident measure. Personality characteristics of subjects reflecting possible amenability to treatment were also explored. Results indicate that subjects in the treatment group improved over controls only on one measure: knowledge of social skills. Exploratory analyses indicated that skill knowledge increased across the personality dimensions of self-concept, locus of control, and psychopathy. Strategies are presented for maximizing the probability of demonstrating behavioral gains in future research.

The Role of Mentoring in Promoting Use of Research-Based Practices in Reading

This study explored two aspects of expanding the use of research-based practices in schools: (a) the extent to which mentor teachers could effectively teach a fellow teacher an instructional practice they had learned the previous year and (b) the extent to which the target practice would be implemented effectively by the partner after instruction from the mentor. Twelve teachers (11 third-grade, 1 second-grade) from two schools participated in this study. Six teachers who acquired the target strategy the previous year served as mentors. Mentors were asked to teach, coach, model, and provide feedback to their fellow teachers on the target practice. Results demonstrated that mentors and most of their partners implemented the target strategies effectively and that all teachers reported levels of satisfaction with the practice much higher than with traditional professional development.

Inclusion and Students with Emotional/Behavioral Disorders

Summary This article presents a point/counterpoint approach to the issue of full inclusion of all students with emotional/behavioral disorders. To set the stage for the discussion that follows, the academic, social, and behavioral characteristics of these students pertinent to classroom performance are reviewed. The pros and cons of these four issues are then presented: (a) appropriateness of the general education curriculum for students with EBD; (b) social acceptance and other social competence issues; (c) mental health interventions and supports in general education settings; and (d) legality of full inclusion. Under the legality issue, case law on full inclusion pertaining to students with EBD is briefly reviewed. The basic premise of the authors who are full inclusion opponents is that a continuum of placements, including full-time placement in general education classrooms, should be preserved so that decisions about appropriate settings can be made on an individual basis. The basic premise of the author who is a full inclusion proponent is that, rather than maintaining two separate systems, we should direct our energies toward correcting the inadequacies of the general education classroom for the benefit of all students, including those with EBD.

A Survey of Knowledge about Autism among Experts and Caregivers.

Research on autism has historically been plagued by use of inconsistent criteria in defining autistic populations and has consequently often yielded conflicting or ambiguous results. However, a number of developments over the past fifteen years, including the establishment of a consensual definition, has fostered a more comprehensive and conclusive body of literature. The purpose of this study was to compare information accrued from the most recent research to the knowledge and beliefs of a sample of caregivers. Results of the survey indicate that three areas emerge for further in-service training of caregivers: (a) incidence and sex ratio, (b) etiology, and (c) attitudes toward public education of autistic children. Implications for in-service training are discussed.

Teacher Perceptions of Differences Among Elementary Students With and Without Learning Disabilities in Referred Samples

Current referral and identification procedures for students with learning disabilities (LD) have been criticized on conceptual and procedural dimensions, including difficulties in operationalizing the definition and in making eligibility decisions that are data based. Recognizing these difficulties, the Texas Education Agency appointed a task force to examine various issues associated with the identification, assessment, and programming of students with LD. Task force members recognized the need to identify classroom behaviors that differentiate students with LD from their non disabled peers. Two scales of 83 items each were devised and piloted in 70 school districts. Five significant factors or subscales were identified through discriminant factor analyses. Two subscales and 18 individual items discriminate students later classified as LD and those referred but not subsequently classified as LD. Results are discussed, with implications for further investigation of behaviors that distinguish students with and without LD.

A Comparison between the Wechsler Adult Intelligence Scale-Revised and the Test of Nonverbal Intelligence-2 with Mexican-American Secondary Students

This study compared the performance of a sample of 37 Mexican-American secondary students with learning disabilities on two ability measures. The TONI-2 and the WAIS-R were used to determine whether students performed better on tasks that require abstract/complex reasoning skills as opposed to verbal skills. Moderate correlations between measures were found, and results of a multivariate analysis indicated significant differences between the TONI-2 quotient and all three quotients of the WAIS-R. Findings are discussed in terms of (a) implications for culturally different populations and (b) considerations for assessment personnel who are searching for alternatives to cognitive measures that are based on verbal skills.

Using Rational-Emotive Therapy to Prevent Classroom Problems.

Do you frequently: ~ engage in conflict with one or more students? ~ feel intense emotions when interacting with your students? ~ feel tired? ~ feel depressed? ~ dread Monday morning every week? ~ begin counting the days until summer vacation on September 15th? ~ feel intense dislike for one or more of your students? ~ find that you are interacting with your students in ways that are not consistent with your values and beliefs? ~ feel afraid of your students? ~ have feelings of inadequacy? ~ feel victimized (unappreciated, attacked, controlled, abused, violated) by your students or the school system? ~ find yourself complaining about your students to others? ~ blame your studentsfor your own negativefeelings?