Effective Reading Instructional Practices for Students With Emotional and Behavioral Disorders

Abstract

We are excited to introduce the special series of articles that compose Beyond Behavior Volume 29, Issue 1, because its focus is on implementing and supporting effective reading practices in schools for students with emotional and behavioral disorders (EBD). Although there are reasons to be concerned about the reading–teaching–learning context for students with EBD, we appreciate the collective efforts of the authors to present a realistically positive tone and explicitly described body of research-informed reading practices for students with EBD across grade levels, diagnostic characteristics, and professional educators. Series organizer/guest editor John McKenna and the team of nationally recognized scholars that he assembled agreed to develop a series of research-informed practitioner articles with a “glass half full” mindset to what the scholarly literature often accurately presents as a “glass half empty” state of affairs.