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

IF 2.3 3区教育学 Q1 EDUCATION, SPECIAL

Remedial and Special Education Pub Date : 2022-08-24 DOI:10.1177/07419325221117292

Alicia A. Stewart, S. Vaughn, Nancy Scammacca, Elizabeth A. Swanson

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引用次数: 0

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.

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针对注意力不集中学生的循证阅读教学初探

注意缺陷/多动障碍(ADHD)的特征是持续高度的注意力不集中、多动和/或冲动，干扰功能。注意力不集中与较低的阅读成绩显著相关，而多动/冲动本身与之无关。《有效阅读信息文本和词汇的策略》是一套针对社会学科课堂词汇和阅读理解的循证教学实践。在本初步研究中，我们调查了STRIVE教学对注意力不集中学生阅读成绩的影响。我们纳入了一项更大的4年级随机对照试验(N = 276)的参与者，根据老师推荐和简短的ADHD测量，他们被确定为高度注意力不集中。阅读结果使用ANCOVA进行比较，考虑到测试前的分数。实验组学生(n = 181)在内容知识、内容词汇和内容阅读理解方面的表现显著优于对照组学生(n = 95)。在标准化阅读测试中，不同条件之间没有显著差异。

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来源期刊

Remedial and Special Education EDUCATION, SPECIAL-

CiteScore

5.70

自引率

8.30%

发文量

期刊介绍： Remedial and Special Education (RASE) is devoted to the discussion of issues involving the education of persons for whom typical instruction is not effective. Emphasis is on the interpretation of research literature and recommendations for the practice of remedial and special education. Appropriate topics include, but are not limited to, definition, identification, assessment, characteristics, management, and instruction of underachieving and exceptional children, youth, and adults; related services; family involvement; service delivery systems; legislation; litigation; and professional standards and training.