Reading Instruction for Students with LD and EBD A Synthesis of Observation Studies

This article synthesizes previous observation studies conducted during reading with students with learning disabilities (LD) and emotional/behavioral disorders (EBD). A systematic search of all research conducted between 1975 and 2000 yielded a total of 16 studies (11 independent samples) that met all preestablished criteria. These studies yielded several findings: (a) There was substantial time allocated for reading instruction, though the time varied based on whether students were in special education or general education or both; (b) students were provided more individual and group instruction in special education; (c) the quality of reading instruction was low, overall, with excessive time allocated to waiting and limited time allocated to actual reading of text; and (d) independent seatwork and worksheets consumed large amounts of time allocated for reading. Only a small percentage of students with EBD were participants in the studies. The findings should be interpreted as generalizable primarily for...