Examination of the effects of a word study program on the reading skills, spelling skills and oral reading fluency of African American males with emotional and behavioral disorders
Mixon, Toni Danikka
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Reading is an essential part of the foundational skills children need to be successful in school (Lonigan, Burgess, & Anthony, 2000). In fact, a substantial part of academic learning occurs through reading (Berkeley, Scruggs, & Mastropieri, 2010). While many children start school without reading problems, there is a small population of children such as students with emotional and behavioral disorders (EBD) who do exhibit some reading deficits (Reynolds, Wheldall, & Madelaine, 2011). Although reducing problematic behaviors displayed by students with EBD is frequently addressed as a high priority, attention to academic achievement is often overlooked and is needed (Arwood, Wehby, & Falk, 2005). When examining problems students with emotional and behavioral disorders display, more attention is necessary to address, core content areas such as reading. The purpose of this study was to examine the effects of a systematic, instructional word study program and word study activities on the reading skills, spelling skills and oral reading fluency of third grade African American males with Emotional and Behavioral Disorders in a self-contained classroom.