The findings were really striking and the intervention was said to have achieved much on the students ability to read considering that the intervention was done within a very short period of time. Deboer, Malmgren, & Glass (2006) Suggested that although the gains made by the individual students was gradual, which was much understandable since mastery of reading takes longer period, there was a recognizable growth for every students from the start of intervention. There was also substantially improvement in the reading fluency of the students which was from 0. 6 to an average of 2. 3. While in comprehension the improvement saw a rise from 0. 3 to an average performance of 4. 1 grades.
These growths and improvements can be said to be much important in the overall development of the students. Considering that the students had not had much experience in their reading abilities before, the increases may help the students in their academic performance as well long term effects in their lives. Another important result noted during this study was that there were no significant gains made in the oral reading skills. This study therefore showed that these youths had the ability to perform well in the reading and other subjects (Deboer, Malmgren, & Glass, (2006).
Some the findings of the study also showed an overall improvement in the academic performance of the youths. As one of the teacher reported, some students who had found it difficult to read aloud in class, enjoyed reading and even volunteered to read in front of everyone after the intervention study (Deboer, Malmgren, & Glass, 2006).. Much changed as the students now had a much growing interest in the study. The students would ask their teachers about the changes in their graphs and some even carried with them their performance graphs to class.
The growing interest was also observed in their attendance of the intervention lessons. In all the 175 meetings organized by the investigators, the students did not miss any and would always ask about the next session. The study summarized that graphic representation of performance works to motivate the students as was evidenced in this study where visualization of the students’ performance acted as motivator. Limitations The study was found to have generalized the possibility of success and forgetting that this was an isolated case.
The investigators had one-on-one situation to monitor their subject and again they the students felt much at ease because they encountered people from outside the correctional facility (Deboer, Malmgren, & Glass, 2006).. That freedom of having on-on-one evaluation of the subjects would not be possible with the teachers within the facilities. The strict rules employed by the investigation who basically have to be keen to have the best results possible, cannot be adhered to closely by the teachers at the facility who have a lot to do.
Although it is important that the approach should be tested more and more for its effectiveness, it would also be suitable if the teachers within the facilities are handed the role of interventionists. One major success of this study was the much improvement in the students’ grades which was very much remarkable since they had low grades at the beginning of the study. The individual needs of the students would be hard to achieve considering the few available teachers comparable to the number of students.
The problem is compounded by the low budgetary allocation and logistic constraints that would make meeting individual needs of the students unrealistic (Deboer, Malmgren, & Glass 2006). The data collected could not be reliable. The data on oral reading skills showed that success was nearly 98 per cent which arguably was high. But since the data were taken much later in different sessions from the interventions ones, the result can only be said to be unreliable. The teachers and other language classes could have had an influence on the improved performance of the students (Cote, February 2003).
To minimize these biases, it would be wise to have the approach used on a large scale student with similar or different configurations (Gardner, 1996). This would help to try and test its efficiency. It would also be in order if the teachers within the facilities are used as interventionists as oppose to the external investigators. This would shed much light on the reaction of students towards their teachers in such programs. Most students tend to be rebellious towards their teachers which might just limit the success of the approach.
Importance of the Study. This study shows that with good intervention methods Emotional and Behavioral Disorder students can indeed improve in their reading skills. The finding is much important considering that most youths in the juvenile correctional facilities have a problem in reading. In most cases they are only able to read 4th grade level (Cote, February 2003). Another remarkable significance of this study is that interventions programs can have tremendous effects on the overall academic performance and the general wellbeing of the students.
The period of stay in the correctional facilities is arguably short for achieving any result in remedial education. But the research has shown that with proper organization much can be achieve in reform the behavior and the educational progress of the youth. It is therefore a challenge to the planners, educators and law enforcers to look for w3ays of improving on the setbacks that hinder the reformation of youths in the correctional facilities (Paparozzi, August 2003). Conclusion
This study has provided the best platform for more intensive research to ascertain the efficacy of this approach in helping students or youths with serious behavioral problems and academic needs. It would be through such studies that the recidivism crime could reduce in the American society. References: Cote, G. (February 2003). “Probation and Parole Service Delivery Model: The Ontario Experience. ” Connections Today. Vol. 65 (1) Deboer, R. A, Malmgren, K. & Glass, M. (2006). “Reading Instruction for Youth with Emotional and Behavioral Disorders in a Juvenile Correctional Facility.
” Journal of Behavioral Disorder. Vol. 32(1) Feldman, L. (2003). “Citizen Engagement in Managing Offender Reentry: The Case for Community Correctional Facilities. ” Journal of the Public Manager. Vol. 32(1) Gardner, L. (1996) Japan Parole Model. Policy Review. Issue 75 Kleiman, M. R. (July-August 2009). ”Jail Break: How Smarter Parole and Probation Can Cut the Nation’s Incarceration Rate. ” Washington Monthly. Vol. 41 (7-8). Paparozzi, M. (August 2003). “Jail Break: How Smarter Parole and Probation Can Cut the Nation’s Incarceration Rate. ” Connection Today. Vol. 65(5)