Students with emotional and behavioral disorders (EBD) in secondary school settings often have deficient reading skills. Secondary school teachers who serve this population of students may need additional training, support, and resources to maximize the effectiveness of the time they spend teaching reading. This article focuses on two instructional practices for improving the reading comprehension of secondary grade students with EBD: explicit vocabulary instruction and main idea identification. Also included are suggestions for how to incorporate behavioral strategies and assessment of comprehension into effective reading instruction.

中文翻译：

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患有情感和行为障碍的中学生的阅读指导：以理解为重点

中学背景下有情绪和行为障碍（EBD）的学生通常阅读能力不足。为这些学生服务的中学教师可能需要更多的培训，支持和资源，以最大程度地利用他们的教学时间。本文重点介绍两种用于提高EBD初中学生阅读理解的教学实践：显式词汇教学和主要思想识别。还包括有关如何将行为策略和理解力评估纳入有效阅读指导的建议。