Latorre, June2021-05-122021-05-122021-05-12http://hdl.handle.net/11603/21506This 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.27 pagesen-USThis 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.Working MemoryExecutive FunctionReading ComprehensionADHDEducation -- Research papers (Graduate).Text