A best evidence synthesis of literacy instruction on the social adjustment of students with or at-risk for behavior disorders

J. Ron Nelson, Kathleen L. Lane, Gregory J. Benner, Ockjean Kim

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

The findings of a best-evidence synthesis of the collateral effect of literacy instruction on the social adjustment of students are reported. The goal of the synthesis was to extend the work of Wanzek, Vaughn, Kim, and Cavanaugh (2006) by (a) reviewing treatment-outcomes conducted using group design methodology; (b) focusing on a more defined set of outcome measures; and (c) analyzing outcomes using average effect size estimates as a common metric. Results of the review suggest that effective literacy instruction does not appear to have a collateral effect on the social adjustment of children. Limitations and future directions are presented.

Original languageEnglish (US)
Pages (from-to)141-162
Number of pages22
JournalEducation and Treatment of Children
Volume34
Issue number1
StatePublished - Feb 1 2011

Fingerprint

behavior disorder
Social Adjustment
social adjustment
Risk-Taking
Mental Disorders
literacy
Students
instruction
evidence
student
Outcome Assessment (Health Care)
methodology
Literacy
Group
Direction compound

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

A best evidence synthesis of literacy instruction on the social adjustment of students with or at-risk for behavior disorders. / Nelson, J. Ron; Lane, Kathleen L.; Benner, Gregory J.; Kim, Ockjean.

In: Education and Treatment of Children, Vol. 34, No. 1, 01.02.2011, p. 141-162.

Research output: Contribution to journalArticle

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