Early literacy instruction for first-grade students at-risk for emotional and behavioral disorders

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dc.contributor.author Balluch, Felicity Marie
dc.date.accessioned 2016-04-22T14:04:00Z
dc.date.available 2016-04-22T14:04:00Z
dc.date.issued 2016-05-01 en_US
dc.identifier.uri http://hdl.handle.net/2097/32603
dc.description.abstract This study investigated the effectiveness of an early literacy program for first grade students classified as at-risk for emotional and behavioral disorders, who were nonresponsive to previous schoolwide interventions, and who performed in the bottom one-third of their class on a standardized reading assessment. This study, which consisted of a multiple-probe across intervention groups experimental design aimed to produce literacy and behavior results previously obtained by other well-known researchers. Results indicated growth in oral reading fluency for all five participants, in nonsense word fluency for four out of the five participants, and a decreased display of total disruptive behaviors for all. Findings reaffirm outcomes obtained in previous investigations; specifically, improved early literacy skills are concomitant with ongoing decreases in disruptive classroom behavior. Limitations are discussed and suggestions for future research are provided. en_US
dc.language.iso en_US en_US
dc.publisher Kansas State University en
dc.subject Nonsense word fluency en_US
dc.subject Literacy en_US
dc.subject Emotional disorders en_US
dc.subject Behavior disorders en_US
dc.subject Multiple probe design en_US
dc.subject Oral reading fluency en_US
dc.title Early literacy instruction for first-grade students at-risk for emotional and behavioral disorders en_US
dc.type Dissertation en_US
dc.description.degree Doctor of Education en_US
dc.description.level Doctoral en_US
dc.description.department Department of Special Education, Counseling and Student Affairs en_US
dc.description.advisor James Teagarden en_US
dc.date.published 2016 en_US
dc.date.graduationmonth May en_US

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