Reading Interventions for Students With or At Risk of Attention-Deficit/Hyperactivity Disorder: A Systematic Review

Stewart, Alicia A.; Austin, Christy R.

doi:10.1177/0741932519849660

Cited by 16 publications

(26 citation statements)

References 56 publications

(129 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

Section: Discussionmentioning

confidence: 86%

“…Findings from the present review and systematic review identified in the most recent search by Stewart and Austin (2020) are complementary. The present review offers a summary of reading comprehension abilities in ADHD, highlighting where these individuals tend to struggle most, while the systematic review by Stewart and Austin (2020) offers evidence for strategies that are most effective in improving reading outcomes in this population. Importantly, the present review found that individuals with ADHD demonstrated reduced performance on all tasks that required them to summarize or identify main story ideas and these skills were the focus of many reading interventions identified in the recent systematic review.…”

Section: Discussionmentioning

confidence: 86%

“…All articles, including reasons for exclusion are mentioned (see Supplemental Material). Additionally, during this follow-up search, one systematic review that examined reading interventions for students with or at risk of ADHD was identified (Stewart & Austin, 2020). Importantly, this review differs from the present review in that it was systematic in nature and explored the effects of reading intervention strategies for children with or at risk of ADHD.…”

Section: Sources Of Evidence Selectionmentioning

confidence: 99%

See 2 more Smart Citations

The Task Matters: A Scoping Review on Reading Comprehension Abilities in ADHD

et al. 2021

View full text Add to dashboard Cite

Objective: A broad range of tasks have been used to classify individuals with ADHD with reading comprehension difficulties. However, the inconsistency in the literature warrants a scoping review of current knowledge about the relationship between ADHD diagnosis and reading comprehension ability. Method: A comprehensive search strategy was performed to identify relevant articles on the topic. Thirty-four articles met inclusion criteria for the current review. Results: The evidence as a whole suggests reading comprehension is impaired in ADHD. The most prominent effect was found in studies where participants retell or pick out central ideas in stories. On these tasks, participants with ADHD performed consistently worse than typically developing controls. However, some studies found that performance in ADHD improved when reading comprehension task demands were low. Conclusion: Results suggest that performance in ADHD depends on the way reading comprehension is measured and further guide future work clarifying why there are such discrepant findings across studies.

show abstract

Section: Discussionmentioning

confidence: 86%

Section: Discussionmentioning

confidence: 86%

Section: Sources Of Evidence Selectionmentioning

confidence: 99%

See 1 more Smart Citation

The Task Matters: A Scoping Review on Reading Comprehension Abilities in ADHD

et al. 2021

View full text Add to dashboard Cite

show abstract

“…The visual analysis provided an evaluation of level, trend, and stability ( Lane and Gast, 2014 ) whereas a non-parametric approach for analyzing single-case data, Tau-U ( Parker et al, 2011 ) was calculated for the dependent variable to determine the effect of the intervention. Several studies showed that the interpretation of the Tau-U is ranged as follows: weak (0.20 or less), moderate (0.21–0.59), and strong or large (0.60 or greater) ( Parker et al, 2011 ; Vannest and Ninci, 2015 ; Harrison et al, 2019 ; Stewart and Austin, 2020 ). The analysis of Tau-U scores suggests that the MLT and GoTalk NOW app were strong and largely effective in developing requests, and the weighted average of Tau-U was 0.63.…”

Section: Resultsmentioning

confidence: 99%

Using the Model, Lead, and Test Technique and “GoTalk NOW” App to Teach Children With Intellectual and Developmental Delays to Correctly Request

Almalki

2022

Front. Psychol.

View full text Add to dashboard Cite

Augmentative and alternative communication systems have been successfully used to help pupils with intellectual and developmental disabilities for functional communication skills. Whereas the effects of the GoTalk NOW application (app) available on the iPad have been investigated, no such study has been conducted in Saudi Arabia. This study investigated the effects of the “model, lead, and test” (MLT) technique paired with the GoTalk NOW app, which is used to teach four children with intellectual and developmental delays to correctly request. The participants were four children (three boys and one girl) from 6 to 8 years of age with intellectual and developmental disabilities. A multiple baseline design was implemented across all participants. All four participants made clear progress using the GoTalk NOW app on the iPad, and implementation of the MLT technique was successful in helping the participants request correctly and independently. This study provided a practical, effective, and easy-to-use method for special education teachers to teach children with disabilities. It contributes to expand the range of teaching options for children with intellectual and developmental disabilities.

show abstract

“…In the particular case of school failure, systematic reviews have been carried out to address research questions that allow us to understand the possible causes of this phenomenon. Over the last year, we have seen systematic review studies that focus on such topics as the role of classmates in the development of social anxiety in adolescents [5]; populations of students with attention deficit hyperactivity disorder [6]; the relationship between academic achievement and school discipline [7]; as well as academic programs and interventions to increase the interest and participation of children and youth with disabilities in education or STEM careers [8].…”

Section: Introductionmentioning

confidence: 99%

High School Failure, a Systematic Review in the Social Sciences

2021

View full text Add to dashboard Cite

Introduction. This study aims to examine the issue of high school failure in social sciences through a systematic review. It aims to provide a critical assessment of research on this subject. It seeks to question the very construct of high school failure, its premises, and the possible consequences from this perspective. Materials and Methods. The research published between 2010–2020, both in Spanish and English in the Scopus and Web of Science databases (Core collection), was considered. A total of 171 articles were identified. After initial screening, 37 papers were finally selected. Semantic maps were created with the Vosviewer. The literature was examined to determine where high school failure is being researched, what type of methodologies are most used and, finally, what impact the research has had on our understanding of this concept. Results. It was found that most of the research on the topic is done in the field of education, and that the methodology used is predominantly quantitative. The different definitions of high school failure tended to attribute its cause to one or more of four reasons: student failure, multicausal phenomena, social exclusion, and finally, disability in the education system. Discussion and Conclusion. It is possible to understand that high school failure is understood and defined as mostly involving studentsʼ responsibility for the academic outcome and achievement obtained. Although studies that cover such factors as a multicausal nature, social exclusion, and the education systemʼs difficulty can be found, the responsibility for failure tends to be attributed to the individual student.

show abstract

Reading Interventions for Students With or At Risk of Attention-Deficit/Hyperactivity Disorder: A Systematic Review

Cited by 16 publications

References 56 publications

The Task Matters: A Scoping Review on Reading Comprehension Abilities in ADHD

The Task Matters: A Scoping Review on Reading Comprehension Abilities in ADHD

Using the Model, Lead, and Test Technique and “GoTalk NOW” App to Teach Children With Intellectual and Developmental Delays to Correctly Request

High School Failure, a Systematic Review in the Social Sciences

Contact Info

Product

Resources

About