Early Literacy Instruction for First-Grade Students At-Risk for Antisocial Behavior.

Lane, Kathleen L.; Wehby, Joseph H.; Menzies, Holly M.; Gregg, Rebecca M.; Doukas, Georgia L.; Munton, Sarah M.

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Peer reviewed

ERIC Number: EJ660958

Record Type: CIJE

Publication Date: 2002

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0748-8491

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Early Literacy Instruction for First-Grade Students At-Risk for Antisocial Behavior.

Lane, Kathleen L.; Wehby, Joseph H.; Menzies, Holly M.; Gregg, Rebecca M.; Doukas, Georgia L.; Munton, Sarah M.

Education and Treatment of Children, v25 n4 p438-58 Nov 2002

A study examined the effectiveness of a supplemental early literacy program for 7 first-graders at-risk for antisocial behavior who were unresponsive to a school-wide intervention. Despite initial variability in decoding skills and problem behaviors, all students made growth in word attack skills and demonstrated lower levels of disruptive behavior. (Contains references.) (Author/CR)

Descriptors: Antisocial Behavior, Behavior Disorders, Behavior Modification, Compensatory Education, Elementary Education, Emergent Literacy, Grade 1, High Risk Students, Intervention, Reading Instruction, Supplementary Education

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A

Note: Special Issue: Severe Behavior Disorders of Children and Youth.