Reading Comprehension and Working Memory
| dc.contributor.author | Latorre, June | |
| dc.contributor.program | Masters of Education | en_US |
| dc.date.accessioned | 2021-05-12T14:30:58Z | |
| dc.date.available | 2021-05-12T14:30:58Z | |
| dc.date.issued | 2021-05-12 | |
| dc.description.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. | en_US |
| dc.format.extent | 27 pages | en_US |
| dc.genre | action research papers | en_US |
| dc.identifier | doi:10.13016/m2b6p3-mype | |
| dc.identifier.uri | http://hdl.handle.net/11603/21506 | |
| dc.language.iso | en_US | en_US |
| dc.relation | Master of Education | |
| dc.relation.isAvailableAt | Goucher College, Baltimore, MD | |
| dc.rights | This work 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 archives@goucher.edu. | |
| dc.subject | Working Memory | en_US |
| dc.subject | Executive Function | en_US |
| dc.subject | Reading Comprehension | en_US |
| dc.subject | ADHD | en_US |
| dc.subject.lcsh | Education -- Research papers (Graduate). | |
| dc.title | Reading Comprehension and Working Memory | en_US |
| dc.type | Text | en_US |