Are Reading Interventions Effective for At-Risk Readers with ADHD? A Meta-Analysis
Journal of Attention Disorders
Chan, E. S. M., Shero, J. A., et al. (2023).
Journal of Attention Disorders, 27(2), 182-200.
This systematic review and meta-analysis investigates the effects of reading interventions on reading skills in children and adolescents with a diagnosis of attention hyperactivity disorder (ADHD).
National Institute of Mental Health
From database inception to June 21, 2021
English-language studies reporting data or test statistics. Excludes single case study designs.
18
Reading interventions for at-risk readers with ADHD demonstrated a large overall effect size (<em>g</em>=0.96 [0.56, 1.36]); however, the included studies demonstrated significant heterogeneity. Decoding and phonemic awareness interventions demonstrated significantly larger benefits across outcome measures when compared with reading comprehension interventions (p<.01). The authors indicate that "decoding interventions meet all established criteria to be considered well-established, evidence-based practices based on both clinical and special education criteria" (p. 193).
Across studies, providing at least 30 hours of targeted decoding/phonemic awareness intervention with an average span of 10 to 11 weeks was highly effective in improving reading in children and adolescents with ADHD (g=1.11). The authors noted that "higher treatment dosages were associated with significantly smaller treatment effects" (p. 194). Additional research on optimal treatment duration and intervention intensity for at-risk readers with ADHD is needed.
