Online Archive of University of Virginia Scholarship
Providing Evidence-based Reading and Social-Emotional/Behavioral Instruction to Students with and at Risk of Emotional and Behavioral Disorders6 views
Author
Vann, Samantha, Education - School of Education and Human Development, University of Virginia0009-0003-7615-8031
Advisors
Solari, Emily
Abstract
Students with emotional and behavioral disorders (EBD) face persistent challenges in reading and social-emotional/behavioral (SEB) development that place them at risk for poor long-term outcomes. This dissertation integrates three studies to examine these processes across early schooling. The first manuscript used latent profile and transition analyses to identify heterogeneous literacy skill patterns among kindergarteners with EBD, revealing both substantial gains and difficulties. The second manuscript linked statewide kindergarten readiness data to third-grade reading comprehension, demonstrating that early literacy and behavioral self-regulation uniquely predict later reading achievement. The third manuscript evaluated the feasibility of a combined intervention approach, using a phonics intervention (UFLI Foundations) and relational intervention (Banking Time). The findings included strong teacher ratings of acceptability, appropriateness, and feasibility, moderate fidelity, and promising preliminary student outcomes. Together, these studies clarify how literacy and SEB skills develop jointly and highlight the potential of dual-domain supports for young students with and at risk of EBD.
Degree
PHD (Doctor of Philosophy)
Keywords
emotional and behavioral disorders; literacy; early intervention
Sponsors
Office of Special Education Programs (OSEP)
Language
English
Rights
All rights reserved by the author (no additional license for public reuse)
Vann, Samantha. Providing Evidence-based Reading and Social-Emotional/Behavioral Instruction to Students with and at Risk of Emotional and Behavioral Disorders. University of Virginia, Education - School of Education and Human Development, PHD (Doctor of Philosophy), 2025-11-21, https://doi.org/10.18130/4wv7-hx66.