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eBook details

• Title: Effects of a Prereading Intervention on the Literacy and Social Skills of Children.
• Author : Exceptional Children
• Release Date : January 22, 2005
• Genre: Education,Books,Professional & Technical,
• Pages : * pages
• Size : 232 KB

Description

Children with behavioral disorders (BD) consistently show moderate to severe academic achievement deficits relative to normally achieving students (e.g., Greenbaum et al., 1996; Mattison, Spitznagel, & Felix, 1998; Meadows, Neel, Scott, & Parker, 1994; Nelson, Benner, Lane, & Smith, 2004; Wagner, 1995). Scruggs and Mastropieri (1986), for example, found that a sample of second-grade children with BD performed one or more standard deviations below normally achieving peers in vocabulary, listening comprehension, spelling, social studies, and science. Children with BD also appear to have more severe academic achievement deficits than those with learning disabilities (Epstein & Cullinan, 1983; Gajar, 1979; Scruggs & Mastropieri, 1986; Wagner, 1995; Wilson, Cone, Bradley, & Reese, 1986). Furthermore, the results from a longitudinal study suggest that BD may have a more adverse impact on academic achievement over time than do learning disabilities. Anderson, Kutash, & Duchnowski (2001) reported that children with BD failed to show improvements in their literacy skills from the first to fifth grades, whereas children with learning disabilities showed statistically significant improvements. Two reviews of the literature on learner characteristics that influence the treatment effectiveness of early literacy interventions provide converging evidence to support the notion that BD has an adverse impact on academic achievement (Al Otaiba & Fuchs, 2002; Nelson, Benner, & Gonzalez, 2003). A meta-analytic review (Nelson et al., 2003) indicated that the primary learner characteristics that predict treatment effectiveness of literacy interventions were rapid automatic naming ([Z.sub.r] = .51), problem behavior ([Z.sub.r] = .46), phonological awareness ([Z.sub.r] = .42), word reading ([Z.sub.r] = .35), memory ([Z.sub.r] = .31), IQ ([Z.sub.r] = .26) and demographics ([Z.sub.r] = .07). Furthermore, the negative influence of problem behavior on the treatment effectiveness of literacy interventions was statistically equivalent to rapid automatic naming, phonological, and word reading deficits.

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