Evidence-Based Reading Instruction for Students with Inattention: A Pilot Study

Abstract

Attention-deficit/hyperactivity disorder (ADHD) is characterized by persistently high levels of inattention, hyperactivity, and/or impulsivity that interfere with functioning. Inattention is significantly related to lower reading outcomes, whereas hyperactivity/impulsivity alone is not. Strategies to Read Information Texts and Vocabulary Effectively (STRIVE) is a set of evidence-based instructional practices targeting vocabulary and reading comprehension in social studies classrooms. In this pilot study, we investigated the efficacy of STRIVE instruction on the reading outcomes of students with inattention. We included participants from a larger randomized control trial in Grade 4 (N = 276) identified with high levels of inattention based on teacher referral and a brief ADHD measure. Reading outcomes were compared using ANCOVA, accounting for pre-test scores. Students in treatment conditions (n = 181) significantly outperformed those in the comparison condition (n = 95) on measures of content knowledge, content vocabulary, and content reading comprehension. There were no significant differences between conditions on standardized reading measures.