What Strategies Improve Reading Performance for Students with ADHD in an Inclusive Setting?


Author/Creator ORCID





Masters of Education

Citation of Original Publication


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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.