Reading interventions for students with problem behaviors or attention deficit/ hyperactivity: A synthesis of the literature

Reading interventions for students with problem behaviors or attention deficit/ hyperactivity: A synthesis of the literature

First Author: Grant Goble -- University of Denver
Additional authors/chairs: 
Taryn Robertson; Garrett J. Roberts; Justin D. Garwood; John McKenna
Abstract / Summary: 

PURPOSE: To better understand the impact of reading interventions on reading and behavioral outcomes for students with or at-risk for problem behaviors or attention deficit/ hyperactivity, we synthesized group design research studies to answer the following research questions: For students with behavior, attention, or hyperactivity difficulties, what are the effects of reading interventions on reading and behavioral outcomes? Secondly, did these outcomes vary by study characteristics, student characteristics, and/or features of instruction (e.g., type, dosage)?
METHOD: A completed systematic search of group designed studies published between 1975-2017 yielded nine studies. Effect sizes, study characteristics, student characteristics, and features of instruction were coded and reported. Study quality was evaluated using the What Works Clearing House study determinants quality indicators (Institute of Educational Sciences, 2017)
RESULTS: The majority of the studies identified included students in grades K-5 (n = 8) and targeted students with problem behaviors (n = 6) as compared to students with attention deficits and/ or hyperactivity (n = 3). Initial findings suggested that reading interventions has positive reading outcomes, with minimal to no change in behavioral or attention outcomes. Further analysis is currently underway.
CONCLUSIONS: There is currently a dearth of high quality group design research available on providing reading interventions to students with or at-risk for problem behaviors or attention deficit/ hyperactivity. Further research is needed better develop and refine reading interventions to improve reading outcomes for this population of students.