What Strategies Improve Reading Performance for Students with ADHD in an Inclusive Setting?
MetadataShow full item record
Type of Work29 p.
action research papers
ProgramMasters of Education
RightsCollection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email firstname.lastname@example.org.
SubjectsEducation -- Research papers (Graduate)
Reading -- Study and teaching.
Attention-deficit hyperactivity disorder -- Research.
Inclusive education -- Research.
Education -- Research papers (Graduate)
The purpose of this quasi -experimental design study is to investigate the effectiveness of the strategies intended to improve reading comprehension for elementary students with attention deficit hyperactivity disorder in an inclusion setting. The control and treatment groups were instructed using predicting and asking questions reading techniques. Data collection consisted of administering pre and post assessments to participants to establish academic gains in reading comprehension. According to results from the study, motivational strategies affect reading performance for students with Attention Deficit Hyper Activity Disorder in inclusionary settings. The positive results from the study generate options for extending the motivational technique for longer periods of time or with additional groups of students.