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Autor/inn/en | Stewart, Alicia A.; Vaughn, Sharon; Scammacca, Nancy; Swanson, Elizabeth A. |
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Titel | Evidence-Based Reading Instruction for Students with Inattention: A Pilot Study |
Quelle | In: Remedial and Special Education, 44 (2023) 4, S.294-307 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Stewart, Alicia A.) Weitere Informationen |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0741-9325 |
DOI | 10.1177/07419325221117292 |
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 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. [For the corresponding Grantee Submission, see ED623377.] (As Provided). |
Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |