ERIC Number: EJ1450571
Record Type: Journal
Publication Date: 2024-Dec
Pages: 25
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1053-0819
EISSN: EISSN-1573-3513
Intervention Research for Students with Co-Occurring Reading Difficulties and Inattention: A Systematic Review of Single-Case Design Studies
Garrett J. Roberts; Esther R. Lindström; Zaira Jimenez; Ekta Ghosh; Senaida Mehmedovic; Kimberly A. McFadden; Mohammad Bahadori Fallah
Journal of Behavioral Education, v33 n4 p721-745 2024
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.
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
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://bibliotheek.ehb.be:2123/
Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: Elementary Secondary Education; Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324B190010; R324B210020