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Problem Behaviors and Response to Reading Intervention for Upper Elementary Students With Reading Difficulties.
Garrett J Roberts1, Sharon Vaughn2, Greg Roberts2
1University of Denver, CO, USA.
Remedial and Special Education : RASE
|July 26, 2021
Summary
Problem behaviors negatively impact reading comprehension for struggling students. However, a multicomponent reading intervention showed benefits for students with externalizing behaviors.
Area of Science:
- Educational Psychology
- Developmental Psychology
- Special Education
Background:
- Reading difficulties affect a significant number of students.
- Problem behaviors can co-occur with and exacerbate reading challenges.
- Understanding these associations is crucial for effective intervention.
Purpose of the Study:
- To examine the relationship between problem behaviors and response to a reading intervention.
- To determine if problem behaviors influence intervention outcomes for students with reading difficulties.
- To compare intervention effects for students with varying levels of problem behaviors.
Main Methods:
- A year-long multicomponent reading intervention was implemented.
- 108 fourth- and fifth-graders with reading difficulties (standard score ≤85) were randomized.
- Participants were assigned to either a researcher-provided treatment or a business-as-usual condition.
Main Results:
- Problem behaviors were associated with poorer reading comprehension outcomes.
- Students with higher overall and externalizing behaviors in the treatment group showed better performance.
- This improvement was observed on the Gates-MacGinitie Reading Test compared to the control group.
Conclusions:
- Problem behaviors are a significant factor in the response to reading interventions.
- Targeted interventions may be beneficial for students with co-occurring reading difficulties and behavioral issues.
- Further research is needed to integrate interventions for these students within school-wide frameworks.
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