Citation

Lane KL, Wehby JH, Menzies HM, Gregg RM, Doukas GL, Munton SM. Educ. Treat. Child. 2002; 25(4): 438-458.

Copyright

(Copyright © 2002, West Virginia University Press)

DOI

unavailable

PMID

unavailable

Abstract

The intent of this study was to examine the effectiveness of a supplemental early literacy program for first-grade students identified by their teachers as at-risk for antisocial behavior who were unresponsive to a comprehensive school-wide intervention. Previous investigations have also attempted to prevent the development of antisocial behavior by improving early literacy skills. However, this study was unique in that district personnel implemented the intervention in the general education classroom over the course of the traditional school day.

RESULTS suggest that despite initial variability in decoding skills and problem behaviors, all students made growth in word attack skills and demonstrated lower levels of disruptive behavior in the classroom. These findings parallel the outcomes of previous investigations; namely, improved early literacy skills are associated with lasting decreases in disruptive classroom behavior. Limitations are discussed and suggestions for future research are provided.

Language: en