Evidence-Based Reading Instruction for Students with Inattention: A Pilot Study

Autor/inn/en	Stewart, Alicia A.; Vaughn, Sharon; Scammacca, Nancy; Swanson, Elizabeth A.
Titel	Evidence-Based Reading Instruction for Students with Inattention: A Pilot Study
Quelle	(2022), (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stewart, Alicia A.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Reading Instruction; Teaching Methods; Attention Deficit Hyperactivity Disorder; Comparative Analysis; Reading Skills; Reading Strategies; Vocabulary Development; Instructional Effectiveness; Pilot Projects; Reading Comprehension; Measures (Individuals); Reading Tests; Grade 4; Elementary School Students; Evidence Based Practice; Standardized Tests; Cooperative Learning; Metacognition; Rating Scales; Faculty Development; Intervention; Units of Study; Conners Rating Scales; Gates MacGinitie Reading Tests + Suchen Sie Ihr Suchwort? Leseunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Reading skill; Lesefertigkeit; Reading strategy; Leselernstufe; Lesetechnik; Wortschatzarbeit; Unterrichtserfolg; Pilot project; Modellversuch; Pilotprojekt; Leseverstehen; Messdaten; Lesetest; School year 04; 4. Schuljahr; Schuljahr 04; Standadised tests; Standardisierter Test; Kooperatives Lernen; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Rating-Skala; Lerneinheit
Abstract	Attention deficit/hyperactivity disorder (ADHD) is characterized by persistently high levels of inattention, hyperactivity, and/or impulsivity that interfere with functioning. Inattention is significantly related to lower reading outcomes, whereas hyperactivity/impulsivity alone is not. Strategies to Read Information Texts and Vocabulary Effectively (STRIVE) is a set of evidence-based instructional practices targeting vocabulary and reading comprehension in social studies classrooms. In this pilot study, we investigated the efficacy of STRIVE instruction on the reading outcomes of students with inattention. We included participants from a larger randomized control trial in Grade 4 (N = 276) identified with high levels of inattention based on teacher referral and a brief ADHD measure. Reading outcomes were compared using ANCOVA, accounting for pre-test scores. Students in treatment conditions (n = 181) significantly outperformed those in the comparison condition (n = 95) on measures of content knowledge, content vocabulary, and content reading comprehension. There were no significant differences between conditions on standardized reading measures. [This is the online version of an article published in "Remedial and Special Education."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01