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Intervention Research for Students with Co-Occurring Reading Difficulties and Inattention: A Systematic Review of Single-Case Design Studies

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Bibliographic Details
Title: Intervention Research for Students with Co-Occurring Reading Difficulties and Inattention: A Systematic Review of Single-Case Design Studies
Language: English
Authors: Garrett J. Roberts (ORCID 0000-0003-1128-5577), Esther R. Lindström, Zaira Jimenez, Ekta Ghosh, Senaida Mehmedovic, Kimberly A. McFadden, Mohammad Bahadori Fallah
Source: Journal of Behavioral Education. 2024 33(4):721-745.
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 25
Publication Date: 2024
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R324B190010
R324B210020
Document Type: Journal Articles
Information Analyses
Reports - Research
Education Level: Elementary Secondary Education
Elementary Education
Secondary Education
Descriptors: Elementary School Students, Secondary School Students, Reading Difficulties, Reading Diagnosis, Early Intervention, Attention Deficit Disorders, Comorbidity, Response to Intervention, Behavior Change, Reading Improvement, Word Recognition, Self Management
DOI: 10.1007/s10864-023-09517-5
ISSN: 1053-0819
1573-3513
Abstract: This systematic review and synthesis summarizes intervention research for Grade K-12 students with a reading difficulty and co-occurring inattention to identify (a) the relevant intervention literature base, (b) the student, study, and intervention characteristics of these studies, (c) the effects of these interventions on reading and behavior outcomes, and (d) the collateral impact of reading interventions and behavior interventions on behavior outcomes and reading outcomes, respectively. Our search process yielded 14 eligible studies. Findings suggest that word reading instruction is associated with improved word reading outcomes and self-monitoring and function-based interventions are associated with improved student behavior. No study measured a collateral effect for reading or behavior interventions. Future reading intervention research is needed to better understand how to improve the reading and behavior outcomes for Grade K-12 students with a reading difficulty and co-occurring inattention. A PRISMA-compliant abstract can be found at https://osf.io/5v8ke/?view_only=d78b4cdc7eb946ae997df91e08fe2809.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2024
Accession Number: EJ1450571
Database: ERIC
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Abstract:This systematic review and synthesis summarizes intervention research for Grade K-12 students with a reading difficulty and co-occurring inattention to identify (a) the relevant intervention literature base, (b) the student, study, and intervention characteristics of these studies, (c) the effects of these interventions on reading and behavior outcomes, and (d) the collateral impact of reading interventions and behavior interventions on behavior outcomes and reading outcomes, respectively. Our search process yielded 14 eligible studies. Findings suggest that word reading instruction is associated with improved word reading outcomes and self-monitoring and function-based interventions are associated with improved student behavior. No study measured a collateral effect for reading or behavior interventions. Future reading intervention research is needed to better understand how to improve the reading and behavior outcomes for Grade K-12 students with a reading difficulty and co-occurring inattention. A PRISMA-compliant abstract can be found at https://osf.io/5v8ke/?view_only=d78b4cdc7eb946ae997df91e08fe2809.
ISSN:1053-0819
1573-3513
DOI:10.1007/s10864-023-09517-5