Reading Instruction for Students with Emotional Disturbance: A Mixed-Methods Investigation

Reading Instruction for Students with Intellectual Disabilities

Comprehensive reading instruction for students with intellectual disabilities: Findings from the first three years of a longitudinal study. This longitudinal experimental study showed that students with intellectual disabilities can learn to read given consistent, explicit, and comprehensive reading instruction over an extended period of time. This article presented strategies for providing stu...

Effective Reading Instruction Strategies for Students with Significant Cognitive Disabilities

A Comparison of the Effectiveness of Two Training Methods of emotional regulation skills and working memory exercises on reading performance of students with reading disabilities

The purpose of this study was to compare the effectiveness of two methods of training emotional regulation skills and working memory exercises on the reading performance of students with reading disabilities. The method of this study was experimental design with a pretest-posttest design with a control group. The statistical population of the study included all students with a reading disorder,...

Constructing New Theory for Identifying Students with Emotional Disturbance: A Constructivist Approach to Grounded Theory

A grounded theory study that examined how practitioners in a county alternative and correctional education setting identify youth with emotional and behavioral difficulties for special education services provides an exemplar for a constructivist approach to grounded theory methodology. Discussion focuses on how a constructivist orientation to grounded theory methodology informed research decisi...

Reading and reading disturbance.

Recent functional neuroimaging studies are generating novel insights into our knowledge of skilled and disturbed reading. In neurologically normal subjects, a double dissociation in neural activation in response to reading words and pseudowords has been revealed that corresponds to that observed in the comparison of semantic and phonological tasks. In patients with acquired dyslexia, functional...