A Word Reading Intervention With and Without the Good Behavior Game on Reading and Behavior of Second-Language Learners with Co-occurring Reading and Behavioral Difficulties

Reading is an essential life skill. However, students who speak German as a second language (L2) and have behavioral difficulties are at risk for reading problems and, therefore, need specific reading support to help them overcome their challenges. Automation of word recognition can be effectively trained through (sub-)lexical units. Further, peer-supported learning and the Good Behavior Game (GBG) have proven to be particularly effective interventions for both reading and behavior problems. This study examined a (sub-)lexical word-reading intervention with and without the GBG, in particular, the impact of the GBG on the reading performance and behavior of German L2 primary school students with reading and behavioral difficulties ( N = 10). A multiple-baseline design with Phases A, B, and C was used. The intervention took place three times a week for 25 min each over seven weeks. The reading intervention as well as the GBG had effects on training words; in addition, the GBG also had effects on transfer words and disruptive behavior. Further, level effects were found for academically engaged behavior. Results are discussed, and limitations and implications are presented.