Improving Reading Fluency Skills for Secondary Students with Emotional and Behavioral Disorders

Students with emotional and behavioral disorders (EBD) often have deficient reading skills that require intensive intervention. Effective intervention is comprehensive in nature, addressing individual student needs. This article provides an overview and recommendations for one potential component of individualized support: the use of repeated reading interventions to improve the reading fluency of secondary grade students with EBD. Recommendations include practices teachers can use to plan, deliver, and improve the effectiveness of repeated reading interventions