The current study investigated perceptions on reading comprehension instruction within a residential treatment facility. Four special education teachers participated in a focus group, identifying facilitators and barriers to teaching reading comprehension within a restrictive education setting to youth with and at-risk for emotional and behavioral disorders. Study findings indicate that facilitators for reading comprehension instruction within the classroom include the belief that reading is a life-long skill, the importance of differentiating instruction, and an understanding that youth learn in different ways. Contextual setting and youth attributes, a delay in academic instruction, incomplete instructional toolbox, and teacher and youth buy-in are identified barriers to reading comprehension instruction within a residential treatment facility. Suggestions for addressing these barriers, as well as future directions for research are outlined. This study highlights a need for additional investigation into stakeholder perceptions regarding reading instruction in restrictive educational settings.

目前的研究调查了对居民治疗设施中阅读理解指令的看法。四名特殊教育老师参加了一个焦点小组，确定了在有情感和行为障碍风险的年轻人的限制性教育背景下，促进阅读理解的障碍和障碍。研究结果表明，课堂上阅读理解教学的促进者包括以下信念：阅读是一项终身技能，区分教学的重要性以及对年轻人以不同方式学习的理解。上下文环境和青年属性，学术教学的延迟，教学工具的不完整以及教师和青年的认同是在住宅治疗设施中阅读理解教学的障碍。概述了解决这些障碍的建议以及未来的研究方向。这项研究强调需要对利益相关者对限制性教育环境中阅读指导的看法进行进一步调查。