READING INTERVENTION PROGRAM OF CHILDREN AND READING PROBLEMS

READING INTERVENTION PROGRAM OF CHILDREN AND READING PROBLEMS



Abstract

The purpose of the study is to investigate the effects of a cohesive, intensive and preventive reading intervention program of the phonological awareness and word reading skils of children at risk for emotionak disturbance and reading problems. This study also involves students who are diagnosed as emotionally disturbed and are hospitalized as inpatients at a new york city psychiatric hospital for children. These children exhibit poor social skills, afraid of new experiences, anxiety disorder, poor reading and academic skills just to mention a few.

Table of content

CHAPTER 1: INTRODUCTION1

Thesis statement6

Hypothesis6

CHAPTER 2: LITERATURE REVIEW7

History Emotional Disturbance7

Legal Issues Regarding Special Education14

?Right to Treatment14

?Child's Right to an Education15

Diagnostic criteria of Emotional Disturbance16

Reliability and Validity20

Behavioral characteristics of Emotional Disturbance23

Etiology of Emotional Disturbance26

Dyslexia26

Family Support Structure29

Traditional Interventions31

Monitoring and assessment of literacy in early childhood32

Early childhood pedagogy34

?Prevention and Early Intervention34

Comorbidity of Emotional Disturbance39

Children with Emotional Disability and Learning Disability42

Emotional Disturbance Nontraditional interventions47

Reciprocal Teaching Procedure52

CHAPTER 3: CONCLUSION54

Limitations and Future Research57

Implications60

REFERENCES62

BIBLIOGRAPHY68

CHAPTER 1: INTRODUCTION

Reading is one of the principal elements required to achieve social, educational, and vocational success (Jenkins & O'Connor, 2002). Unfortunately, children with or at risk of emotional disturbance (ED) face enormous challenges learning to read. Many of these children have Reading problems (e.g., Greenbaum et al., 1996; Mattison, Spitznagel, & Felix, 1998; Meadows, Neel, Scott, & Parker, 1994; Nelson, Benner, Lane, & Smith, 2004). Further compounding the Reading problems of children with or at risk of ED is a growing body of evidence that suggests that they are likely to respond poorly to generally effective pre-Reading and Reading interventions (Al Otaiba & Fuchs, 2002; Nelson, Benner, & Gonzalez, 2003). In this context, it is of interest to study the effects of a cohesive and intensive preventive pre-Reading intervention on the literacy skills of children at risk of ED and Reading problems.

We begin by defining how different types of Reading programs are currently conceptualized and studied by researchers and used by educators. There are three general levels of Reading programs:

1. core,

2. supplementary, and

3. intervention (Simmons & Kame'enui, 2003).

Core Reading programs are the primary instructional tool that educators use to teach children to be proficient readers. Supplementary Reading programs are used by educators to support or extend a core Reading program that is weak in one or more key areas (e.g., phonological awareness, graphophonemic knowledge). Intervention programs are used by educators to meet the needs of children who demonstrate or are at risk of Reading problems. Remedial interventions are designed to ameliorate children's demonstrated Reading problems, whereas preventive interventions are aimed at younger children at risk of developing such problems (Burns, Griffin, & Snow, 1999).

Given the relatively severe Reading problems of children with or at risk of ED early in their school career (e.g., Nelson et al., 2004), it is surprising that researchers have primarily focused on the effects of supplementary (Lane, 1999; Lane, O'Shaughnessy, Lambros, Gresham, & Beebe-Frankenberger, 2001; Lane et al., 2002) and remedial (Allyon, Kuhlman, & Warzak, 1982; Cochran, Feng, ...