Intensifying Reading Instruction for Students With Attention-Deficit/Hyperactivity Disorder: Practices to Support Classroom Instruction and Family–School Collaboration. (April 2020)

• Record Type: Journal Article
• Authors: Roberts, Garrett J.; Miller, Gloria E.; Watts, Gavin W.; Malala, Dina K.; Amidon, Brigette E.; Strain, Phil
• Other Names: McKenna John W. guest-editor.
• Is Part Of: Beyond behavior. Volume 29:Number 1(2020)
• Page Start: 42
• Page End: 51
• Publication Date: 2020-04
• Subjects: reading -- behavior -- ADHD -- intervention -- elementary; Problem children -- Education -- United States -- Periodicals; Behavior disorders in children -- Periodicals; Behavior disorders in children; Problem children -- Education; United States; Electronic journals; Periodicals; 371.93
• DOI: 10.1177/1074295620902471
• Languages: English
• ISSNs: 1074-2956

Abstract

Many students with attention-deficit/hyperactivity disorder (ADHD) also have reading deficits. These reading deficiencies in students with ADHD are likely to be more severe than those of students with only reading difficulties. To intensify reading instruction to improve reading and behavioral outcomes for students with ADHD, this article describes research-based practices which can be integrated into the classroom reading instruction as well as foster family–school collaboration.