This study examined the collective and differentiated effects of a remedial reading intervention, Corrective Reading Decoding Level B, on the reading skills and social adjustment of elementary and middle school students with emotional and behavioral disorders (EBD) and learning disabilities (LD). Students were provided an average of three 40–45 min lessons per week over the course of nearly 4 months. Statistically significant reading skill improvements were found between students who received the intervention (n = 45) and those in the comparison condition (n = 23). The mean average basic reading skills of students with EBD (n = 10) improved from the low average range at pretest to the average range at posttest. Statistically significant differences were found between the posttest basic reading skills of students with EBD and their counterparts with LD (n = 35). Statistically significant reductions in the overall social adjustment problems and internalizing problems of participating students were found. The total problems of students with EBD moved from the clinical to the normal range at posttest. Except for performance on measures of oral reading fluency, students with EBD were significantly more responsive than their LD counterparts on measures of core reading skills, attention problems, ADHD Problems, and anxiety problems. Limitations, implications, and future research directions are discussed.

中文翻译：

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情绪和行为障碍与学习障碍的青少年对强化阅读阅读教学的差异反应

这项研究研究了矫正阅读干预B（纠正性阅读解码B级）对患有情感和行为障碍（EBD）和学习障碍（LD）的中小学生的阅读技巧和社会适应的集体和差异影响。在将近四个月的课程中，每周平均为学生提供三节40-45分钟的课程。在接受干预的学生（n  = 45）和处于比较状态的学生（n  = 23）之间，发现统计学上显着的阅读技巧提高。EBD学生的平均平均基本阅读技能（n = 10）从测试前的平均范围低到测试后的平均范围。EBD学生和LD学生的测试后基本阅读技能之间存在统计学差异（n  = 35）。发现总体社会适应问题和参与学生的内部化问题在统计上有显着减少。在考试后，患有EBD的学生的总问题已从临床转移到正常范围。除了在口语阅读流畅度方面的表现外，EBD学生在核心阅读技能，注意力问题，注意力缺陷多动症问题和焦虑问题方面的反应能力比LD学习者明显更高。局限性，影响和未来的研究方向进行了讨论。