Observation research can shed light on the degree to which students have access to research-based instruction and intervention. In this systematic review of reading observation research for students with and at risk for emotional and behavioral disorders, we sought to identify trends in the settings and student populations investigated and research methods used, as well as to determine the degree to which this student population has access to research-based reading instruction. Eleven studies meeting selection criteria were identified and coded to extract information that was salient to research questions. Although the extant observation research is limited, findings suggest that concerns raised by (Vaughn et al., Journal of Special Education 36:2–13, 2002) approximately 18 years ago remain. Study limitations, implications for school practice, and areas for future research are discussed.

观察研究可以揭示学生获得基于研究的指导和干预的程度。在对患有情感和行为障碍以及有这种风险的学生的阅读观察研究进行的系统综述中，我们试图确定环境和所研究的学生群体的趋势以及所使用的研究方法，并确定该学生群体的认知程度访问基于研究的阅读指导。确定了符合选择标准的11项研究并进行了编码，以提取对研究问题很重要的信息。尽管现存的观察研究是有限的，但研究结果表明，大约18年前（Vaughn等人，Journal of Special Education 36：2–13，2002）提出的关注仍然存在。学习限制，对学校实践的影响，