Journal article
Intervention Research for Students with Co-occurring Reading Difficulties and Inattention: A Systematic Review of Single-Case Design Studies
Journal of behavioral education, Vol.33(4), pp.721-745
12/01/2024
DOI: 10.1007/s10864-023-09517-5
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 .
Details
- Title: Subtitle
- Intervention Research for Students with Co-occurring Reading Difficulties and Inattention: A Systematic Review of Single-Case Design Studies
- Creators
- Garrett J. Roberts - University of DenverEsther R. Lindstrom - Lehigh UniversityZaira Jimenez - University of California, RiversideEkta Ghosh - University of DenverSenaida Mehmedovic - University of DenverKimberly A. McFadden - Lehigh UniversityMohammad Bahadori Fallah - Lehigh University
- Resource Type
- Journal article
- Publication Details
- Journal of behavioral education, Vol.33(4), pp.721-745
- DOI
- 10.1007/s10864-023-09517-5
- ISSN
- 1053-0819
- eISSN
- 1573-3513
- Publisher
- Springer Nature
- Number of pages
- 25
- Grant note
- R324B210020 / University of Denver R324B190010 / Institute of Education Sciences, U.S. Department of Education; US Department of Education
- Language
- English
- Date published
- 12/01/2024
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9985179840402771