Special Education M.A.

Number of Pages


Year Approved


First Advisor

Mignard, Michael

Second Reader

Susan Larson


The focus of this literature review is to determine the efficacy of reading interventions for students with Emotional Behavioral Disorders with comorbid reading disabilities. Students with EBD frequently exhibit reading difficulties which place them at risk for further negative life experiences. They are also likely to spend the most time in a self-contained classroom for the highest level of support. Despite this, they receive minimal amounts of direct reading instruction while in that setting. Special education teachers express concerns about the barriers to providing effective reading instruction but have a high interest in expanding their resources with professional development. Although they progress at a slower rate than their peers with other high-incidence disabilities, students with EBD and comorbid reading disabilities make gains with basic reading skills when proper instruction and intervention are implemented. This study found that using Peer-Assisted Learning Strategies, Repeated Reading, Corrective Reading, and other strategies increases reading abilities for students with EBD across all ages, in addition to increasing on-task behavior and personal beliefs about reading.

Degree Name

Special Education M.A.

Document Type

Masterʼs thesis