Reading Comprehension and Working Memory
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2021-05-12
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Masters of Education
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Abstract
This research sought to examine the impact of a mindfulness/working memory intervention on reading comprehension skills of fourth grade students (n = 8) that received special education services for Attention-Deficit/Hyperactivity Disorder (ADHD). There was no significant difference in the reading comprehension scores before (Mean = 3.14, SD =,90) and after (mean = 4.00, SD = 1.73) the mindfulness intervention [t (6) = 1.87, p = .11] that involved listening to Tibetan bells and performing deep breathing. Small sample size and virtual instruction may have impacted results; future research will need to consider learning environment, length of intervention and sample size.