The Effect of Computer-Assisted Instruction on Students Diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD) and Students with Symptoms of ADHD in a Third-Grade Inclusion Class
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2010-07
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Masters of Education
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Abstract
The purpose of this study was to determine whether the use of computer-assisted instruction
would positively affect the reading comprehension achievement of students diagnosed with
Attention-Deficit/Hyperactivity Disorder (ADHD) and students who consistently exhibit ADHD
symptoms, in a selected inclusion third-grade class. The OARS quarterly benchmark
assessments were the measurements for this study. To examine the effectiveness of the Study
Island supplemental instruction computer program on reading comprehension, this study utilized
the pre-test/post-test quasi-experimental design. Specifically, the second and third quarter
OARS benchmark assessments were used. The treatment, use of the Study Island supplemental
instruction computer program took place for one quarter, approximately 2.5 months. Significant
improvement was observed based on the pre- and post-test results; therefore, the hypothesis was
accepted. Future research is recommended comparing this instructional approach with a sample
of students not diagnosed with ADHD or students who consistently exhibit ADHD symptoms.