The Effects of Self-Graphing on Oral Reading Fluency for a Student with E/BD within an Alternative Education School

Sara C. McDaniel
University of Alabama

Kristine Jolivette
Georgia State University

Robin Parks Ennis
Georgia State University

Abstract

Students with emotional and behavioral disorders (E/BD) exhibit behavioral and social challenges that affect their ability to access instruction in the classroom.  Despite this, there is a paucity of research on reading interventions for students with E/BD.  Recent researchers have demonstrated positive effects when pairing simple interventions to comprehensive reading programs.  This study extends the literature base by building upon the tiered supports provided to a student with E/BD in a self-contained alternative education school and evaluating the effects of adding self-graphing before and self-graphing after reading multiple passages on oral reading fluency.  Social validity and intrinsic motivation also were assessed with implications for practice and future directions discussed.

Read or Download

  • To Read this Article - or Download this Article (login require)

  • To Download the Entire Spring/Summer 2013 Issue of JAASEP -  (login required)

NASET Members -  Login to Access These Files.


To top

Return to the Table of Contents - CLICK HERE

lost password?