Mindfulness and Speed Testing for Children with Learning Disabilities: Oil and Water?
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| Title: | Mindfulness and Speed Testing for Children with Learning Disabilities: Oil and Water? |
|---|---|
| Language: | English |
| Authors: | Keller, Julia, Ruthruff, Eric, Keller, Patrick |
| Source: | Reading & Writing Quarterly. 2019 35(2):154-178. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Timed Tests, Learning Disabilities, Metacognition, Reading Skills, Reading Instruction, Elementary School Students, Decoding (Reading), Reading Improvement, Emergent Literacy, Reading Fluency, Reading Tests, Biofeedback, Writing Improvement, Positive Reinforcement, Anxiety, Emotional Intelligence, Self Efficacy, Outcomes of Education, Intervention |
| Geographic Terms: | New Mexico |
| Assessment and Survey Identifiers: | Dynamic Indicators of Basic Early Literacy Skills (DIBELS) |
| DOI: | 10.1080/10573569.2018.1524803 |
| ISSN: | 1057-3569 |
| Abstract: | Metacognitive approaches are important in teaching reading skills, but experts know little about how to develop self-regulation through classroom interventions. This article reports results from a randomized controlled pilot trial in which we investigated whether mindfulness-based training improves literacy scores/attitudes in children with learning disabilities (LD). Mindfulness is a well-established metacognitive strategy for developing attention; it reduces anxiety and cognitive interference and improves positive affect. These benefits might help students with LD come to terms with their disability and improve their reading skills. We randomly assigned 20 elementary students with LD to either an active control or experimental group that received a 5-week intervention incorporating reading instruction and mindfulness. Quantitative results showed that training significantly increased response times during decoding (indicating possible increases in reflectiveness) and lowered heart rate. Qualitative analysis revealed themes pointing to improvements in literacy and affect. We discuss implications for intervention and assessment. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1216108 |
| Database: | ERIC |
| Abstract: | Metacognitive approaches are important in teaching reading skills, but experts know little about how to develop self-regulation through classroom interventions. This article reports results from a randomized controlled pilot trial in which we investigated whether mindfulness-based training improves literacy scores/attitudes in children with learning disabilities (LD). Mindfulness is a well-established metacognitive strategy for developing attention; it reduces anxiety and cognitive interference and improves positive affect. These benefits might help students with LD come to terms with their disability and improve their reading skills. We randomly assigned 20 elementary students with LD to either an active control or experimental group that received a 5-week intervention incorporating reading instruction and mindfulness. Quantitative results showed that training significantly increased response times during decoding (indicating possible increases in reflectiveness) and lowered heart rate. Qualitative analysis revealed themes pointing to improvements in literacy and affect. We discuss implications for intervention and assessment. |
|---|---|
| ISSN: | 1057-3569 |
| DOI: | 10.1080/10573569.2018.1524803 |
