Fostering Reading Motivation- Self-Contained Class for Students with Emotional-Behavioral Disorders

Abstract

This study sought to explore and describe the extent to which research based practices were employed for cultivating an environment that fostered reading motivation in self-contained classrooms for students with emotional and behavioral disorders (EBD). To accomplish this, a descriptive multiple case study design was employed in which data were collected in three self-contained elementary classrooms for students with EBD. Findings suggested that the environment for learning in these classrooms has likely not changed much since Jane Knitzerā€™s classic study in 1990. This study serves as a call to researchers and teacher educators to increase attention on the education and treatment of children and youth with EBD being served in self-contained classrooms.