Achenbach, T.M. & Rescorla, L.A. (2001) Manual for the ASEBA School-Age Form & Profiles.
Burlington, VT: University of Vermont, Research Center for Children, Youth, and
Families.
Akyol, H., Yıldırım, K., Ateş, S., Çetinkaya, Ç., & Rasinski, T. V. (2014). Okumayı Değerlendirme:
Öğretmenler İçin Kolay ve Pratik Bir Yol. Pegem Akademi Yayıncılık.
Basil, C., & Reyes, S. (2003). Acquisition of literacy skills by children with severe disability. Child
Language Teaching and Therapy, 19, 27-48.
Benner, G. J., Nelson, R. J., Ralston, N., & Mooney, P. (2010). A metaanalysis of the effects of
reading instruction on the reading skills of students with or at risk of behavioral disorders.
Behavioral Disorders, 35(2), 86–102.
Bub, K. L., McCartney, K., & Willett, J. B. (2007). Behavior problem trajectories and first-grade
cognitive ability and achievement skills: A latent growth curve analysis. Journal of
Educational Psychology, 99, 653–670.
Britton, B. K., Holdredge, T. S., Westbrook, R. D., Curry, C. (1979). Using cognitive capacity in
reading text. Perceptual & Motor Skills, 48, 395–400.
Carr, S. C., & Punzo, R. P. (2003). The effects of self-monitoring of academic accuracy and
productivity on the performance of students with behavioral disorders. Behavioral
Disorders, 18, 241-250.
Chapman, J. W., Tunmer, William E., & Prochnow, J. E. (2000). Early reading-related skills and
performance, reading self-concept, and the development of academic self-concept: A
longitudinal study. Journal of Educational Psychology, 92, 703-708.
Compton-Lilly, C., Caloia, R., Quast, E., & McCann, K. (2016). A closer look at a summer reading
program: Listening to students and parents. The Reading Teacher, 70(1), 59–67.
Cornwall, A., & Bawden, H. (1992). Reading disabilities and aggression: A critical review. Journal
of Learning Disabilities, 25, 281 – 288.
Cunningham, A. E., & Stanovich, K. E. (1997). Early reading acquisition and its relation to reading
experience and ability 10 years later. Developmental Psychology, 33, 934-945.
Dishion, T. J., & Patterson, G. R. (2006). The development and ecology of antisocial behavior in
children and adolescents. In D. Cicchetti, & D. Cohen (Eds.), Developmental
psychopathology, Vol 3: Risk, disorder, and adaptation (pp. 503–541) (2nd ed.). Hoboken,
NJ: John Wiley & Sons, Inc.
Dodge, K. A., Greenberg, M. T., & Malone, P. S. (2008). Testing an idealized dynamic cascade
model of the development of serious violence in adolescence. Child Development, 79, 1907-
1927.
Dowhower, S. L. (1991). Speaking of prosody: Fluency's unattended bed fellow. Theory Into
Practice, 30, 158-164.
Downer, J. T., & Pianta, R. C. (2006). Academic and cognitive functioning in first grade:
Associations with earlier home and child care predictors and with concurrent home and
classroom experiences. School Psychology Review, 35, 11-30.
A Comparison of the Effectiveness of “Reading Together” and… 257
Turkish Studies
International Periodical for the Languages, Literature and History of Turkish or Turkic
Volume 12/33
Dunlap, G., & Childs, K. E. (1996). Intervention research in EBD: An analysis of studies from 1980-
1993. Behavioral Disorders, 21, 125–136.
Dunn, M. E., Shelnut, J., Ryan, J. B., Katsiyannis, A. (2017). A Systematic Review of Peer-Mediated
Interventions on the Academic Achievement of Students with Emotional/ Behavioral
Disorders. Education And Treatment Of Children, 40(4), 497–524.
Ennis, R.P.,Jolivette, K., and Losinski, M. (2017). The Effects of Writing Choice Prompt on the
Written Narratives of Students With Emotional and Behavioral Disorders: A Case Study of
an Abandoned Single-Case Design. Behavioral Disorders, 42(4) 185–195.
Ennis, R. P. (2015). Simultaneously addressing academic and behavioral needs of students with and
at-risk for E/BD using self-regulated strategy development. Beyond Behavior, 24, 3–9.
Erchul, W.P. (1987) ‘A Relational Communication Analysis of Control in School Consultation’,
School Psychology Review 4: 621–32.
Eldredge, J. L. (1990). Increasing reading performance of poor readers in the third grade by using a
group assisted strategy. Journal of Educational Research, 84, 69–77.
Frank, A. R., Sitlington, P. L., & Carson, R. R. (1995). Young adults with behavioral disorders: A
comparison with peers with mild disabilities. Journal of Emotional and Behavioral
Disorders, 3, 156–164.
Friedland, A., Gilman, M., Johnson, M., Demeke, A. (2017). Does Reading-While-Listening Enhance
Students' Reading Fluency? Preliminary Results from School Experiments in Rural Uganda.
Journal of Education and Practice, 8(7), 82-95.
Fuchs, L. S., & Fuchs, D. (1999). Monitoring student progress toward the development of reading
competence: A review of three forms of classroom-based assessment. School Psychology
Review, 28, 659–671.
Fuchs, L. S., Fuchs, D., Hamlett, C. L., Walz, L., & Germann, G. (1993). Formative evaluation of
academic progress: How much growth should we expect? School Psychology Review, 22,
27–48.
Fung, S. C. 2014. “Effect of Animal-Assisted Play Therapy on Facilitating Social Behaviour for
Children with Autism: A Preliminary Comparison Study.” Human-Animal Interaction
Bulletin 2 (2): 40–59
Gresham, F. M. (1989). Assessment of treatment integrity in school consultation and prereferral
intervention. School Psychology Review, 18, 37–50.
Gresham, F., MacMillan, D. L., Beebe-Frankenberger, M. B., & Bocian, K. M. (2000). Treatment
integrity in learning disabilities intervention research: Do we really know how treatments are
implemented? Learning Disabilities Research and Practice, 15, 198–205.
Hill, N. E., Bush, K. R., & Roosa, M. W. (2003). Parenting and family socialization strategies and
children's mental health: Low-income Mexican American and Euro-American mothers and
children. Child Development, 74, 189-204.
Hinshaw, S. P. (1992). Externalizing behavior problems and academic underachievement in
childhood and adolescence: Causal relationships and underlying mechanisms. Psychological
Bulletin, 111, 127 – 155.
258 Gül KAHVECİ - Nergüz BULUT SERİN
Turkish Studies
International Periodical for the Languages, Literature and History of Turkish or Turkic
Volume 12/33
Jalongo, M. R., T. Astorino, and N. Bomboy. 2004. “Canine Visitors: The Influence of Therapy Dogs
on Young Children's Learning and Well-Being in Classrooms and Hospitals.” Early
Childhood Education Journal 32 (1): 9–16.
Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from first through
fourth grades. Journal of Educational Psychology, 80, 437–447.
Kearns, K. (1986). Flexibility of single-subject experimental designs. Part II: Design selection and
arrangement of experimental phases. Journal of Speech and Hearing Disorders, 51, 204–
213.
Kevin, S.S., Kenton, D.R., & Philip, L. G. (2005). Teachers of Students With Emotional and
Behavioral Disorders Reported Professional Development Needs: Differences
Between Fully Licensed and Emergency-Licensed Teachers. Preventing School Failure,
49: 2, 41-46.
Kim, J. S., &White, T. G. (2011). Solving the problem of summer reading loss. Phi Delta Kappan,
92(7), 64–67.
Kuhn, M. R., Schwanenflugel, P. J., & Meisinger, E. B. (2010). Aligning theory and assessment of
reading fluency: Automaticity, prosody and definitions of fluency. Reading Research
Quarterly, 45, 232-253. http://dx.doi.org/10.1598/RRQ.45.2.4
LaBerge, D., & Samuels, S. J. (1974). Toward a theory of automatic information processing in
reading. Cognitive Psychology, 6, 293–323.
Lane, K. L., Barton-Arwood, S. M., Nelson, J. R., & Wehby, J. (2008). Academic performance of
students with emotional and behavioral disorders served in a self-contained setting. Journal
of Behavioral Education, 17, 43–62.
Lane, K. L., Bocian, K. M., MacMillan, D. L., & Gresham, F. M. (2004). Treatment integrity: An
essential—but often forgotten—component of school-based interventions. Preventing
School Failure, 48(3), 36-43.
Marston, D., Fuchs, L. S., & Deno, S. L. (1985). Measuring pupil progress: A comparison of
standardized achievement tests and curriculum-related measures. Diagnostique, 11(2), 77-
90.
Mayfield, E., Goldston, D. B., Walsh, A. K., Reboussin, B. A., Sergent S., & Hickman, E. (2005).
Severity of emotional and behavioral problems among poor and typical readers. Journal of
Abnormal Child Psychology, 33(2), 205-217.
Maughan, B., Pickles, A., Hagell, A., Rutter, M., & Yule, W. (2006). Reading problems and
antisocial behavior. Developmental trends in comorbidity. Journal of Child Psychology
and Psychiatry and Allied Disciplines, 37(4), 405-418.
McGee R, Williams S, Share DL, Anderson J, Silva PA. (1986) The relationship between specific
reading retardation, general reading backwardness and behavioral problems in a large sample
of Dunedin boys: A longitudinal study from five to eleven years. Journal of Child Psychology
and Psychiatry, 27:597–610.
Mohr, K. A. J., Dixon, K., & Young, C. J. (2012). Effective and efficient: Maximizing literacy
assessment and instruction. In E. T. Ortlieb & E. H. Cheek, Jr. (Eds.). Literacy research,
practice, and evaluation: Vol. 1. Using informative assessments for effective literacy
practices (pp. 293–324). Bingley, UK: Emerald Group.
A Comparison of the Effectiveness of “Reading Together” and… 259
Turkish Studies
International Periodical for the Languages, Literature and History of Turkish or Turkic
Volume 12/33
Moilanen, K. L., Shaw, D. S., & Maxwell, K. L. (2010). Developmental cascades: externalizing,
internalizing, and academic competence from middle childhood to early adolescence.
Development and Psychopathology, 22, 635-653.
Mooney, P., Epstein, M., Reid, R., & Nelson, R. (2003). Status of and trends in academic intervention
research for students with emotional disturbances, Remedial and Special Education, 24, 273-
287.
Nelson, R., Benner, G., Lane, K., & Smith, B. (2004). Academic achievement of K-12 students with
emotional and behavioral disorders, Exceptional Children, 71, 59-73.
Noell, G. H., Gresham, F. M., & Gansle, K. A. (2002). Does treatment integrity matter? A
preliminary investigation of instructional implementation and mathematics performance.
Journal of Behavioral Education, 11, 51–67.
Özbek, A.B. and Girli, A. (2017). The Effectiveness of a Tablet Computer-aided Intervention
Program for Improving Reading Fluency. Universal Journal of Educational Research, 5(5):
757-764. http://www.hrpub.org DOI: 10.13189/ujer.2017.050508
Paula, F., & Steuart, W. T. (1999). A comparison of parent and teacher acceptability ratings of
behavioral and conjoint behavioral consultation. School Psychology Review, 28:4, 672-684.
Parish-Plass. 2008. “Animal-Assisted Therapy with Children Suffering from Insecure Attachment
due to Abuse and Neglect: A Method to Lower the Risk of Intergenerational Transmission
of Abuse?” Clinical Child Psychology and Psychiatry 13 (1): 7–30.
Rivera, L., & Lavan, N. (2012). Family literacy practices and parental involvement of Latin
American immigrant mothers. Journal of Latinos and Education, 11, 247–259.
Sandberg Patton, K. L., & Reschly, A. L. (2013). Using curriculum-based measurement to examine
summer learning loss. Psychology in the Schools, 50(7), 738–753.
Sheridan, S.N. (1997) ‘Conceptual and Empirical Bases of Conjoint Behavioral Consultation, School
Psychology Quarterly 12:119-33.
Sheridan, S. M., Clarke, B. L., & Christenson, S. L. (2014). Best practices in promoting family
engagement in education. In P. L. Harrison, & A. Thomas (Eds.), Best practices in school
psychology: Systems-level services (pp. 439–453). Bethesda, MD: National Association of
School Psychologists.
Sheridan, S. M., & Kratochwill, T. R. (2008). Conjoint behavioral consultation: Promoting family–
school connections and interventions. New York, NY: Springer.
Sheridan, S. M., Witte, A. L., Holmes, s. R., Wuc, C., Bhatia, S. A. (2017). The efficacy of conjoint
behavioral consultation in the home setting: Outcomes and mechanisms in rural
communities. Journal of School Psychology, 62, 81-101.
Shinn, M. (1998). Advanced application of curriculum-based measurement. New York, NY:
Guilford Press.
Shinn, M. R., Walker, H. M., & Stoner, G. (Eds.). (2002). Interventions for academic and behavior
problems II: Preventive and remedial approaches. Bethesda, MD: National Association of
School Psychologists.
Smith, N. L., Erwin, K. D., & Carter, T. S. (2014). Supporting reading skills development: The
approach of one summer reading program. The Florida Reading Journal, 50(1), 6–12.
260 Gül KAHVECİ - Nergüz BULUT SERİN
Turkish Studies
International Periodical for the Languages, Literature and History of Turkish or Turkic
Volume 12/33
Stanovich, K.E. (1986). Matthew effects in reading: Some consequences of individual differences in
the acquisition of literacy. Reading Research Quarterly, 21, 360-407.
Trout, A. L., Nordness, P. D., Pierce, C. D., & Epstein, M. (2003). Research on the academic status
of children with EBD: A review of the literature from 1961–2000. Journal of Emotional and
Behavioral Disorders, 11(4), 198–211.
Wagner, M. M. (2005). Outcomes for youths with serious emotional disturbance in secondary
school and early adulthood. Future of Children, 5(2), 90-112.
Wagner, M.M., Kutash, K., Duchnowski, A., Epstein, M., & Sumi, C. (2005). The children and youth
we serve: A national picture of the characteristics of students with emotional disturbances
receiving special education. Journal of Emotional and Behavioral Disorders, 12(2), 79-96.
Weeks, M., Ploubidis, G. B., Cairney, J., Wild, T. C., Naicker, K., & Colman, I. (2016).
Developmental pathways linking childhood and adolescent internalizing, externalizing,
academic competence, and adolescent depression. Journal of Adolescence, 51, 30-40.
Wehby, J. H., Falk, K. B., Barton-Atwood, S., Lane, K. L., & Cooley, C. (2003). The impact of
comprehensive reading instruction on the academic and social behavior of students with
emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders, 11, 225.
Yıldız, M. (2013). A Study on the Reading Motivation of Elementary 3 rd , 4 th , and 5 thGrade
Students. Eğitim ve Bilim, 38 (168), 260-271.
Yıldız, M., Ataş, M., Aktaş, N., Yekeler, A. D., & Dönmez, T. (2015). Çocuklar Ne Yazıyor? Okul
Öncesi Dönemde Yazı Algısının Gelişimi.Turkish Studies - International Periodical for the
Languages, Literature and History of Turkish or Turkic, Volume 10/3 Winter p. 455-476,
ISSN: 1308-2140, www.turkishstudies.net, DOI Number:
http://dx.doi.org/10.7827/TurkishStudies.7884.
Yıldız, M. & Ceyhan, S. (2016). “İlkokul 4. Sınıf Öğrencilerinin Okuma ve Yazma Kaygılarının
Çeşitli Değişkenler Açısından İncelenmesi / The investigation of 4th grade primary school
students’ reading and writing anxieties in terms of various variables”, TURKISH STUDIES
-International Periodical for the Languages, Literature and History of Turkish or Turkic-,
ISSN: 1308-2140, (Prof. Dr. Hayati Akyol Armağanı), Volume 11/2 Winter 2016,
ANKARA/TURKEY, www.turkishstudies.net, DOI Number:
http://dx.doi.org/10.7827/TurkishStudies.9370, p. 1301-1316.
Ysseldyke, J., Thurlow, M., & Shriner, J. (1992). Outcomes are for special educators too. Teaching
Exceptional Children, 25(1), 36-50.
Thank you for copying data from http://www.arastirmax.com
