Interventions to Improve the Literacy Functioning of Adolescents with Emotional and/or Behavior Disorders: A Review of the Literature between 1965 and 2005

Authors

Annette K. Griffith, University of Nebraska-Lincoln
Alexandra L. Trout, University of Nebraska-Lincoln
Jessica L. Hagaman, University of Nebraska at OmahaFollow
John Harper, University of Nebraska-Lincoln

Document Type

Article

Publication Date

5-2008

Publication Title

Behavioral Disorders

Volume

33

Issue

3

First Page

124

Last Page

140

Abstract

This review examines interventions intended to improve the literacy functioning of adolescent students with emotional and/or behavior disorders. Seventeen studies met inclusion criteria and included a variety of interventions designed to affect a variety of literacy areas, including spelling, writing, and reading fluency. Findings from these studies indicate that, overall, several different intervention types produced increases across areas of literacy functioning. However, both participant and setting characteristics were poorly described and were not representative of the population with emotional and/or behavioral disorders. The lack of research on interventions to increase adolescent literacy limits the generalizability of the results to a broader population. Considerations for practice implications and future research are discussed.

Recommended Citation

Griffith, Annette K.; Trout, Alexandra L.; Hagaman, Jessica L.; and Harper, John, "Interventions to Improve the Literacy Functioning of Adolescents with Emotional and/or Behavior Disorders: A Review of the Literature between 1965 and 2005" (2008). Special Education and Communication Disorders Faculty Publications. 12.
https://digitalcommons.unomaha.edu/spedfacpub/12