Reading Comprehension and Working Memory

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dc.contributor.authorLatorre, June
dc.contributor.programMasters of Educationen_US
dc.date.accessioned2021-05-12T14:30:58Z
dc.date.available2021-05-12T14:30:58Z
dc.date.issued2021-05-12
dc.description.abstractThis 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.extent27 pagesen_US
dc.genreaction research papersen_US
dc.identifierdoi:10.13016/m2b6p3-mype
dc.identifier.urihttp://hdl.handle.net/11603/21506
dc.language.isoen_USen_US
dc.relationMaster of Education
dc.relation.isAvailableAtGoucher College, Baltimore, MD
dc.rightsThis 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.subjectWorking Memoryen_US
dc.subjectExecutive Functionen_US
dc.subjectReading Comprehensionen_US
dc.subjectADHDen_US
dc.subject.lcshEducation -- Research papers (Graduate).
dc.titleReading Comprehension and Working Memoryen_US
dc.typeTexten_US

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