EBD+Reading

Reading Students with emotional and behavioral disorders have a wide variety of needs. In order to meet their needs while teaching reading, I have focused on providing resources that provide engaging direct instruction and task-orientated activities to do while reading.

__Research__ This is a review of the National Reading Panel's suggestions for reading instruction. The methods tested and suggested will work well for students with EBD. [|Suggested Strategies]

This article is a great resource for early childhood educators that discusses the value of praise for young students at risk for behavioral disorders. It does not directly relate to reading, but could be used in reading instruction. [|Early Childhood Education]

This is a resource for middle school teachers. It discusses the relationship that exists between reading and emotional disorders. [|Reading Characteristics of Middle Schoolers with ED]

This is a great resource that discusses the benefits of using text maps when teaching language arts to students with disabilities.[|Text Maps]

__Resources__

__Graphic Organizers Galore!__ Attached is a document with several text maps. These are great ways to engage readers at every level. They are helpful when developing Active Reading Strategies with students. These strategies are an excellent way to increase reading comprehension and model to students what they should be doing while reading. By modeling the strategy with a "think aloud" where you are actually reading and then explain your thinking related to the strategy students will be engaged in the text. These maps/visual organizers will help students stay on task.

__Mentor Texts__ Attached is a list of canonical texts and texts that are similar in theme, but are high interest and at lower reading levels. To increase engagement and ensure that students are not just frustrated with high level texts, teachers can choose a mentor text and students then can read a book just above their reading levels. Teachers then read aloud modeling reading strategies and identifying vocabulary that could be challenging. Students then can read at a scaffolded level that will increase their comprehension.

__Read Aloud/Think Aloud (modeling reading comprehension and active reading)__ Here is a link to a video of a classroom. The teacher is using and discussing techniques called read alouds and think alouds. Read alouds are engaging and interactive ways to read with your students. This is a great way to encourage students to read on their own. As you will see, the teacher is doing the majority of the work when reading, and students can interject with their own ideas and comments. This will help build high self efficacy towards reading and motivate students to read with purpose on their own. [] Username: tal password: talrubric

__Literature Circles__ Literature circles are a great way to work with students in small groups. It allows for more individualized and focused instruction (a great way to help students with emotional and behavioral disorders feel comfortable and focused in class). In literature circles, students read a book just above their reading level. Each person is assigned a specific role. There are clear goals and expectations for what they should be doing while reading and while discussing with their group. Checklists can be easily developed for each role. Literature circles can also be timed to keep everyone on track. Each role has to present and if necessary lead discussion for a predetermined amount of time. These role sheets were created for middle and high school students and can be formatted to meet your needs.



__Six Step Marzano Vocab__ Marzano's approach to vocabulary is structured and engaging. The six steps are: **Step 1:** The teacher will give a description, explanation, or example of the new term.
 * Step 2:** The teacher will ask the learner to give a description, explanation, or example of the new term in his/her own words.
 * Step 3:** The teacher will ask the learner to draw a picture, symbol, or locate a graphic to represent the new term.
 * Step 4:** The learner will participate in activities that provide more knowledge of the words in their vocabulary notebooks
 * Step 5:** The learner will discuss the term with other learners.
 * Step 6:** The learner will participate in games that provide more reinforcement of the new term.

Students will become Accustomed to this technique. They will also use graphic organizers and be able to create visual representations in step 3. With a vocabulary notebook, they can keep all of their words organized and always have a source to reference. This is excellent because it can be used in every content area. Below are MPS’s list of vocabulary words organized by subject area for high school .