Literaturnachweis - Detailanzeige
Autor/inn/en | Benney, Chandler M.; Cavender, Savannah C.; McClain, Maryellen Brunson; Callan, Gregory L.; Pinkelman, Sarah E. |
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Titel | Adding Mindfulness to an Evidence-Based Reading Intervention for a Student with SLD: A Pilot Study |
Quelle | In: Contemporary School Psychology, 26 (2022) 3, S.410-421 (12 Seiten)
PDF als Volltext |
Zusatzinformation | ORCID (Benney, Chandler M.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2159-2020 |
DOI | 10.1007/s40688-021-00361-w |
Schlagwörter | Evidence Based Practice; Reading Instruction; Intervention; Learning Disabilities; Students with Disabilities; Reading Difficulties; Teaching Methods; Metacognition; Computer Oriented Programs; Reading Fluency; Self Efficacy; Reading Improvement Leseunterricht; Learning handicap; Lernbehinderung; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Reading difficulty; Leseschwierigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Computerprogramm; Self-efficacy; Selbstwirksamkeit |
Abstract | Students with specific learning disability (SLD) are at a greater risk for reading difficulties, academic stress, and deficits in self-efficacy. There are several research-supported interventions used in schools that are effective in increasing reading skills (e.g., reading fluency) but do not explicitly address academic stress or deficient self-efficacy. A possible solution may be the addition of mindfulness techniques, as they have been shown to support a wide range of related student outcomes. Incorporating mindfulness through an app-based delivery approach may be beneficial in this scenario as they are low cost, easily accessible, and a simple tool to help meet the unique social-emotional and academic needs of students with SLD. The current study examined the extent to which adding a brief, app-based mindfulness intervention to an already established evidence-based reading fluency intervention (paired reading) would improve reading fluency, academic stress, and self-efficacy for a student with an SLD in reading. (As Provided). |
Anmerkungen | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |