Reading Instruction for Students with Emotional Disturbance: A Mixed-Methods Investigation

Area of Science:

• Educational Psychology
• Special Education

Background:

• Limited research exists on reading instruction for students with or at risk for emotional disturbance.
• Existing research primarily focuses on students with learning disabilities.

Purpose of the Study:

• To observe and analyze school-based reading instruction practices for students with or at risk for emotional disturbance.
• To identify factors influencing the delivery of high-quality reading instruction for this population.

Main Methods:

• Systematic observation of 11 teachers and their students over the 2017-2018 school year.
• Standardized reading assessments administered to students at the beginning and end of the study.
• Interviews with teachers to explore contextual factors affecting instruction.

Main Results:

• Teachers require additional training, support, and resources to optimize instructional time.
• Students demonstrated minimal to no reading progress.
• Low levels of academic engagement were frequently observed across settings.

Conclusions:

• Findings indicate a critical need for enhanced professional development and resources for educators.
• Interventions should address both instructional quality and student engagement to improve reading outcomes.
• Further research is needed to develop and evaluate effective reading interventions for students with emotional disturbance.