Supporting Reading Comprehension for Students with Inattention
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| Title: | Supporting Reading Comprehension for Students with Inattention |
|---|---|
| Language: | English |
| Authors: | Alicia A. Stewart (ORCID |
| Source: | TEACHING Exceptional Children. 2024 56(5):386-395. |
| Availability: | SAGE Publications. 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 |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2024 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305A150407 |
| Intended Audience: | Teachers |
| Document Type: | Journal Articles Guides - Classroom - Teacher |
| Descriptors: | Attention Deficit Hyperactivity Disorder, Attention, Students with Disabilities, Reading Instruction, Reading Comprehension, Vocabulary Development, Teaching Methods |
| DOI: | 10.1177/00400599221087434 |
| ISSN: | 0040-0599 2163-5684 |
| Abstract: | Although many students struggle to comprehend text, some populations of students are particularly impacted. Students with attention deficit hyperactivity disorder (ADHD), for example, perform lower on working memory measures, which can make reading comprehension even more difficult (Gropper & Tannock, 2009). Inattention, specifically, appears to be related to lower reading outcomes given that students with high levels of inattention tend to earn lower scores on reading comprehension measures than students with hyperactivity alone (e.g., Pham, 2016). In addition, students with high levels of inattention tend to have similar word reading abilities as their typically developing peers, yet they perform below their peers on measures of fluency and reading comprehension (Ghelani et al., 2004; Martinussen & Mackenzie, 2015). In the following article, the authors share a set of instructional practices that can be done before, during, and after reading to support reading comprehension for students with inattention. |
| Abstractor: | ERIC |
| IES Funded: | Yes |
| Entry Date: | 2024 |
| Accession Number: | EJ1432894 |
| Database: | ERIC |
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| Abstract: | Although many students struggle to comprehend text, some populations of students are particularly impacted. Students with attention deficit hyperactivity disorder (ADHD), for example, perform lower on working memory measures, which can make reading comprehension even more difficult (Gropper & Tannock, 2009). Inattention, specifically, appears to be related to lower reading outcomes given that students with high levels of inattention tend to earn lower scores on reading comprehension measures than students with hyperactivity alone (e.g., Pham, 2016). In addition, students with high levels of inattention tend to have similar word reading abilities as their typically developing peers, yet they perform below their peers on measures of fluency and reading comprehension (Ghelani et al., 2004; Martinussen & Mackenzie, 2015). In the following article, the authors share a set of instructional practices that can be done before, during, and after reading to support reading comprehension for students with inattention. |
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| ISSN: | 0040-0599 2163-5684 |
| DOI: | 10.1177/00400599221087434 |
