Adding Mindfulness to an Evidence-Based Reading Intervention for a Student with SLD: A Pilot Study

Autor/inn/en	Benney, Chandler M.; Cavender, Savannah C.; McClain, Maryellen Brunson; Callan, Gregory L.; Pinkelman, Sarah E.
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01