Students with emotional and behavioral disorders frequently display deficits in reading. One emerging method for addressing these deficits is known as self-regulated strategy development (SRSD). One specific SRSD reading strategy is TWA (Think before reading, think While reading, and think After reading), which teaches students to self-monitor and self-evaluate while reading. The purpose of this study was to determine if TWA is effective in increasing reading comprehension of 4th-, 5th-, and 6th-grade students with or at-risk for emotional and behavioral disorders, using a randomized control trial pretest/posttest design. Results suggested no statistical significance between the reading comprehension of the treatment and control group following the intervention. Limitations are discussed and suggestions for future research are presented.

中文翻译：

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利用自我调节策略发展来提高小学生对E / BD的理解

情绪和行为障碍的学生经常出现阅读障碍。解决这些缺陷的一种新兴方法称为自我调节策略制定（SRSD）。一种特殊的SRSD阅读策略是TWA（阅读前思考，阅读时思考，阅读后思考），该方法教学生在阅读时进行自我监控和自我评估。这项研究的目的是使用随机对照试验的前测/后测设计来确定TWA是否能有效提高4、5、6年级有情感和行为障碍风险的学生的阅读理解。结果表明，干预后治疗组和对照组的阅读理解之间无统计学意义。讨论了局限性，并提出了未来研究的建议。