Reading Interventions for Students with or at Risk of Attention-Deficit/Hyperactivity Disorder: A Systematic Review

Autor/inn/en	Stewart, Alicia A.; Austin, Christy R.
Titel	Reading Interventions for Students with or at Risk of Attention-Deficit/Hyperactivity Disorder: A Systematic Review
Quelle	In: Remedial and Special Education, 41 (2020) 6, S.352-367 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932519849660
Schlagwörter	Intervention; Reading Programs; Students with Disabilities; Attention Deficit Disorders; Attention Deficit Hyperactivity Disorder; Literature Reviews; Reading Fluency; Reading Comprehension; Academic Failure; Middle School Students; High School Students; Evidence Based Practice + Suchen Sie Ihr Suchwort? Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Leseverstehen; Middle school; Middle schools; Mittelschule; Mittelstufenschule; High school; High schools; Oberschule
Abstract	Empirical evidence suggests inattention and attention-deficit/hyperactivity disorder (ADHD) are related to reading fluency, reading comprehension, and academic failure. Students with ADHD are served in both general and special education settings, but limited research explores effective reading interventions for this population. The purpose of this synthesis is to investigate reading studies for participants identified with or at risk of ADHD. We address the following research question: What are the effects of reading interventions on the reading outcomes of students with or at risk of ADHD in Grades 4 to 12? In total, 16 studies met inclusion criteria. Intervention findings are presented in an attempt to document evidence-based practices. Although findings contribute to the evidence base of instructional practices that may be effective for students with ADHD, no interventions meet criteria outlined by the Council for Exceptional Children to be classified as evidence-based practices. However, studies in this review document evidence of positive intervention effects for study participants. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11