{"title":"Metacognitive scaffolding for digital reading and mind-wandering in adults with and without ADHD","authors":"Adi Brann, Yael Sidi","doi":"10.1016/j.learninstruc.2024.102051","DOIUrl":null,"url":null,"abstract":"<div><h3>Background</h3><div>Digital reading can heighten attention-sustaining challenges and escalate disparities in reading comprehension and monitoring between learners with and without attention deficit hyperactivity disorder (ADHD). However, the adaptability of digital platforms enables the systematic integration of learning scaffolds. Thus, when optimally adapted, these platforms could present unique benefits for learners with ADHD who might not fully exploit generic in-depth processing instructions like summary generation.</div></div><div><h3>Aims</h3><div>This study aimed to investigate the effect of gradually incorporating metacognitive scaffolding on reading comprehension and monitoring in adults with and without ADHD. Moreover, it delved into the mediating role of mind-wandering, a phenomenon commonly linked with sustained attention difficulties.</div></div><div><h3>Sample</h3><div>The study comprised 210 adults aged 20–50, of which 50.05% were diagnosed with ADHD.</div></div><div><h3>Method</h3><div>Participants were randomized into either a control or scaffolding condition. Across both conditions, they read a lengthy expository digital text, composed a summary, evaluated their mind-wandering episodes, and then responded to comprehension questions while rating their confidence. The scaffolding condition provided additional stage-specific guidance to direct attention and enhance self-regulation.</div></div><div><h3>Results</h3><div>In the control condition, the ADHD group underperformed in reading comprehension and reported lower confidence compared to the non-ADHD group. However, within the scaffolding condition, comprehension and confidence levels were comparable across both groups. Notably, state mind-wandering mediated comprehension differences between the ADHD and non-ADHD groups, but only in the control condition.</div></div><div><h3>Conclusions</h3><div>Strategically incorporating instructions throughout distinct reading stages can mitigate the impact of excessive mind-wandering, narrowing the comprehension disparities between readers with and without ADHD.</div></div>","PeriodicalId":48357,"journal":{"name":"Learning and Instruction","volume":"95 ","pages":"Article 102051"},"PeriodicalIF":4.7000,"publicationDate":"2024-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Learning and Instruction","FirstCategoryId":"95","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0959475224001786","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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Abstract
Background
Digital reading can heighten attention-sustaining challenges and escalate disparities in reading comprehension and monitoring between learners with and without attention deficit hyperactivity disorder (ADHD). However, the adaptability of digital platforms enables the systematic integration of learning scaffolds. Thus, when optimally adapted, these platforms could present unique benefits for learners with ADHD who might not fully exploit generic in-depth processing instructions like summary generation.
Aims
This study aimed to investigate the effect of gradually incorporating metacognitive scaffolding on reading comprehension and monitoring in adults with and without ADHD. Moreover, it delved into the mediating role of mind-wandering, a phenomenon commonly linked with sustained attention difficulties.
Sample
The study comprised 210 adults aged 20–50, of which 50.05% were diagnosed with ADHD.
Method
Participants were randomized into either a control or scaffolding condition. Across both conditions, they read a lengthy expository digital text, composed a summary, evaluated their mind-wandering episodes, and then responded to comprehension questions while rating their confidence. The scaffolding condition provided additional stage-specific guidance to direct attention and enhance self-regulation.
Results
In the control condition, the ADHD group underperformed in reading comprehension and reported lower confidence compared to the non-ADHD group. However, within the scaffolding condition, comprehension and confidence levels were comparable across both groups. Notably, state mind-wandering mediated comprehension differences between the ADHD and non-ADHD groups, but only in the control condition.
Conclusions
Strategically incorporating instructions throughout distinct reading stages can mitigate the impact of excessive mind-wandering, narrowing the comprehension disparities between readers with and without ADHD.
期刊介绍：
As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.
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