Problem Behaviors and Response to Reading Intervention for Upper Elementary Students With Reading Difficulties.

behavior elementary school learning disability reading intervention response to intervention

Journal

Remedial and special education : RASE
ISSN: 0741-9325
Titre abrégé: Remedial Spec Educ
Pays: United States
ID NLM: 8411394

Informations de publication

Date de publication:
01 Jun 2021
Historique:
entrez: 26 7 2021
pubmed: 27 7 2021
medline: 27 7 2021
Statut: ppublish

Résumé

This study investigated the extent to which problem behaviors were factors associated with response to a year-long multicomponent reading intervention for fourth- and fifth-grade students with reading difficulties. Students scoring ≤85 standard score on the

Identifiants

pubmed: 34305302
doi: 10.1177/0741932519865263
pmc: PMC8297789
mid: NIHMS1638531
doi:

Types de publication

Journal Article

Langues

eng

Pagination

169-181

Subventions

Organisme : NICHD NIH HHS
ID : P50 HD052117
Pays : United States

Déclaration de conflit d'intérêts

Declaration of Conflicting Interests The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

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Auteurs

Garrett J Roberts (GJ)

University of Denver, CO, USA.

Sharon Vaughn (S)

The University of Texas at Austin, The Meadows Center for Preventing Educational Risk, USA.

Greg Roberts (G)

The University of Texas at Austin, The Meadows Center for Preventing Educational Risk, USA.

Jeremy Miciak (J)

The University of Houston, TX, USA.

Classifications MeSH