Evidence of efficacy of the Integrated Literacy Study Group professional learning program to enhance reading instruction for students with emotional and behavioral disorders
Bibliographic Data
| ID | 21375445 |
|---|---|
| Authors | Gregory J Benner (0000-0003-1686-5677, Department of Special Education and Multiple Abilities University of Alabama Tuscaloosa Alabama USA, corresponding author), Marissa J Filderman (0000-0002-8498-7345, Department of Special Education and Multiple Abilities University of Alabama Tuscaloosa Alabama USA), Lucy Barnard‐brak (0000-0001-7239-0720, Department of Special Education and Multiple Abilities University of Alabama Tuscaloosa Alabama USA), Jordan Pennefather (Trifoia Eugene Oregon USA), Jean Louise M Smith (Center on Teaching and Learning University of Oregon Eugene Oregon USA), Lisa A Strycker (0000-0001-8264-400X, Oregon Research Institute Eugene Oregon USA) |
| Year | 2023 |
| Volume | 60 |
| Issue | 1 |
| Pages | 182-198 |
| Publication date | 2023-01-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychology in the Schools (JOURNAL) |
| Journal identifiers | ISSN: 0033-3085 • E-ISSN: 1520-6807 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/pits.22773 |
| OpenAlex | W4285088161 |
| Language | EN |
| Citations received | 4 |
| References cited | 40 |
This article reports on a pilot study of the Integrated Literacy Study Group , a digitally delivered professional learning intervention to prepare elementary school teachers to provide evidence‐based reading instruction and behavioral strategies to students with or are at risk for emotional and behavioral disorders. Using broadcast methods, we recruited 72 teachers across five states in the western United States to participate in the randomized controlled trial. Intervention teachers, relative to controls, made significant gains in self‐efficacy and use of the reading and behavioral strategies learned in the professional learning program. Students with or at risk of emotional and behavioral disorders served by participating teachers made significant improvements in academic competence and engagement. Teacher professional learning can improve teacher knowledge of evidence‐based reading and behavioral strategies for students with (or at risk for) emotional and behavioral disorders, teacher self‐efficacy, and teacher practice, with positive impacts on student early literacy and academic competence
At-risk students · Competence (human resources) · Developmental psychology · Dyslexia · Emotional and behavioral disorders · Intervention (counseling) · Literacy · Mathematics education · Medical education · Pedagogy · Professional development · Psychiatry · Reading (process) · Behavioral and Psychological Studies · Child Development and Digital Technology · Clinical Psychology · Medicine · Psychology · Reading and Literacy Development · Social Psychology
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| Citations per year | 1 |
|---|---|
| Citation span | 2022 - 2025 (4) |
| Highly cited | No |