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The Effect of Strategy Instruction on the Reading Comprehension of High School Students with ADHD

Joseph W Johnson, University of Nebraska - Lincoln

Abstract

The purpose of this study was to determine the effect of strategy instruction on the reading comprehension of high school students with ADHD. The research design was a multiple baseline across participants design with multiple probes during baseline (Kazdin, 1982). The participants were three female high school students with ADHD who were also experiencing reading comprehension problems based on standardized test scores. These students were taught the TRAPeR reading comprehension strategy (Think before you read, Read a paragraph, Ask yourself what are the main idea and two supporting details from the paragraph, Paraphrase the main idea and supporting details in your own words, and Review what you read) using the Self-Regulated Strategy Development (SRSD) model. Evidence of the strategy instruction's effectiveness was seen in an increase in the number of main ideas and supporting details recalled in an oral summary of the social studies reading passages used in the study. The direct and intensive strategy instruction following the SRSD approach lead to improvement in the reading comprehension performance of the participants, suggesting that strategy instruction following the SRSD approach may be an effective reading intervention for high school students with ADHD.^

Subject Area

Education, Special|Education, Reading

Recommended Citation

Johnson, Joseph W, "The Effect of Strategy Instruction on the Reading Comprehension of High School Students with ADHD" (2011). ETD collection for University of Nebraska - Lincoln. AAI3449902.
http://digitalcommons.unl.edu/dissertations/AAI3449902

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