Metacognitive scaffolding for digital reading and mind-wandering in adults with and without ADHD

IF 4.7 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Learning and Instruction Pub Date : 2024-11-11 DOI:10.1016/j.learninstruc.2024.102051

Adi Brann, Yael Sidi

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引用次数: 0

Abstract

Background

Digital reading can heighten attention-sustaining challenges and escalate disparities in reading comprehension and monitoring between learners with and without attention deficit hyperactivity disorder (ADHD). However, the adaptability of digital platforms enables the systematic integration of learning scaffolds. Thus, when optimally adapted, these platforms could present unique benefits for learners with ADHD who might not fully exploit generic in-depth processing instructions like summary generation.

Aims

This study aimed to investigate the effect of gradually incorporating metacognitive scaffolding on reading comprehension and monitoring in adults with and without ADHD. Moreover, it delved into the mediating role of mind-wandering, a phenomenon commonly linked with sustained attention difficulties.

Sample

The study comprised 210 adults aged 20–50, of which 50.05% were diagnosed with ADHD.

Method

Participants were randomized into either a control or scaffolding condition. Across both conditions, they read a lengthy expository digital text, composed a summary, evaluated their mind-wandering episodes, and then responded to comprehension questions while rating their confidence. The scaffolding condition provided additional stage-specific guidance to direct attention and enhance self-regulation.

Results

In the control condition, the ADHD group underperformed in reading comprehension and reported lower confidence compared to the non-ADHD group. However, within the scaffolding condition, comprehension and confidence levels were comparable across both groups. Notably, state mind-wandering mediated comprehension differences between the ADHD and non-ADHD groups, but only in the control condition.

Conclusions

Strategically incorporating instructions throughout distinct reading stages can mitigate the impact of excessive mind-wandering, narrowing the comprehension disparities between readers with and without ADHD.

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为有多动症和无多动症的成年人的数字阅读和思维游离提供元认知支架

背景数字阅读会加剧注意力持续性挑战，并扩大有注意力缺陷多动障碍（ADHD）和无注意力缺陷多动障碍（ADHD）的学习者之间在阅读理解和监测方面的差距。然而，数字平台的适应性使其能够系统地整合学习支架。本研究旨在探讨逐步融入元认知支架对有多动症和无多动症成人的阅读理解和监测的影响。此外，研究还深入探讨了思维游离（一种通常与持续注意力困难有关的现象）的中介作用。研究样本研究对象包括 210 名年龄在 20-50 岁之间的成年人，其中 50.05% 被诊断为多动症。在这两种条件下，他们都要阅读一篇长篇说明性数字文本，撰写摘要，评估自己的思维游离现象，然后回答理解问题，同时对自己的自信心进行评分。结果在对照组条件下，与非多动症组相比，多动症组的阅读理解能力较差，自信心也较低。然而，在支架条件下，两组的理解能力和自信心水平相当。结论在不同的阅读阶段有策略地纳入指导可以减轻过度思维游离的影响，缩小多动症和非多动症读者之间的理解差距。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Learning and Instruction Multiple-

CiteScore

11.30

自引率

4.80%

发文量

109

期刊介绍： As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.