Reading Interventions for Students With or At Risk of Attention-Deficit/Hyperactivity Disorder: A Systematic Review
Remedial & Special Education
Stewart, A. A., & Austin, C. R. (2020).
Remedial & Special Education, 41(6), 352-367.
This systematic review investigates reading interventions in students, grades 4 to 12, with or at risk for attention deficit hyperactivity disorder (ADHD).
U.S. Department of Education
Database inception up to June 2017
Experimental or quasi-experimental comparison studies; single-case research designs
16
Although none of the investigated reading interventions met the Council for Exceptional Children's criteria to be classified as an evidence-based practice, all of the reading interventions (e.g., computer-based instruction, self-regulated strategy development, self-monitoring and goal-setting) demonstrated positive intervention effects on students with or at risk for attention deficit hyperactivity disorder (e.g., reading fluency, vocabulary, reading comprehension).
