The Effects of Reading Fluency Instruction on the Academic and Behavioral Success of Middle School Students in a Self-Contained EBD Classroom

The Effect of a Suggested Multisensory Phonics Program on Developing Kindergarten Pre-service Teachers' EFL Reading Accuracy and Phonemic Awareness

“…According to Landerl, 2000;Lane et al, 2002;Scott & Shearer-lingo, 2002;Scully &Roberts, 2002 andStollar, 2002, there is a growing empirical evidence that phonemic awareness is a good predictor of word recognition skills in young Kindergarten pre-service teachers. For them, the acquisition of phonemic awareness may be influenced by the phonologic characteristics of their native language.…”

“…A student with a strong (PA) has foundational tools that are necessary for the accurate decoding of words and later, comprehension of text (Stollar, 2002). These critical tools include the ability to rapidly associate phonemes with their appropriate sounds, segment and blend sounds within words (Scott & Shearer-lingo, 2002). Blending is the skill required for reading.…”

Comparison of Repeated and Two Non-Repeated Readings Conditions on Reading Abilities of Students with Emotional and/or Behavioral Disabilities

“…Given the strong correlation between reading failure and school failure (Scott & Shearer-Lingo, 2002), finding effective reading intervention strategies is critical for students who are labeled with an EBD (Ishii-Jordan, 2000). However, there remains limited research on the effectiveness of reading instruction for these students (Rivera, AlOtaiba, & Koorland, 2006).…”

“…To date, only five repeated readings studies have been found by this researcher that were conducted with students with EBD (i.e., Alber-Morgan, Ramp, Anderson, & Martin, 2007;Scott & Shearer-Lingo, 2002;Staubitz, Cartledge, Yurick, & Lo, 2005;Strong et al, 2004;Valleley & Shriver, 2003). Three of the studies investigated the effects of repeated readings with students with EBD in middle school (i.e., Alber-Morgan et al 2007;Scott & Shearer-Lingo, 2002;Strong et al, 2004) while one study was with secondary students with EBD (Valleley & Shriver, 2003), and one other with elementaryage students with EBD (Staubitz et al, 2005).…”

“…Additionally, students with EBD are more likely to have problems in reading comprehension and fluency than their typical learning peers (Reid et al, 2004). When students with EBD do not read well, it stands as an indicator for future failures including dropping out of school, poor college enrollment, and even incarceration (Scott & Shearer-Lingo, 2002). …”