The effect of remedial reading programs on the classroom behavior of children with reading disabilities

The association between reading disability and inappropriate classroom behavior has been reiterated in the literature. One hypothesis concerning the joint occurrence of reading and behavior problems is that the behavior problem is secondary to the learning difficulty. Classroom conditions may be such that behaviors incompatible with successful academic functioning are being reinforced and/or appropriate classroom behaviors are not being reinforced. If poor academic achievement and inappropriate behavior are related then remediation of the reading problem should improve classroom behavior. The present study examined classroom behavior of teachers and problem readers who were provided with remedial programmed instruction for ten weeks. It was hypothesized that children with reading disabilities would demonstrate a higher rate of inappropriate behavior than normal children. In addition, the inappropriate behavior of children in the remedial program was expected to decrease as instruction progressed. Finally, positive teacher attention was expected to increase toward children included in the remedial program