Is Reading Tests Aloud an Accommodation for Youth With or at Risk for ADHD?

In this study, we intend to determine if reading tests aloud provides a differential boost to youth with elevated symptoms of Attention-Deficit/Hyperactivity Disorder (ADHD) relative to same-aged peers. Participants were 36 youth, 44% with or at risk for ADHD, who participated in a week long summer...

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Bibliographic Details
Published in:Remedial and special education 2016-03, Vol.37 (2), p.101-112
Main Authors: Spiel, Craig Freeman, Mixon, Clifton S., Holdaway, Alex S., Evans, Steven W., Harrison, Judith R., Zoromski, Allison K., Yost, Joanna Sadler
Format: Article
Language:English
Subjects:
Achievement Tests
At risk
At Risk Students
At risk youth
Attention Deficit Hyperactivity Disorder
Children & youth
Comparative Analysis
Elementary School Students
Middle School Students
Ohio
Oral Reading
Randomized Controlled Trials
Rating Scales
Reading Instruction
Reading Tests
Silent Reading
Small groups
Special Education
Student Characteristics
Summer Programs
Teaching Methods
Testing Accommodations
Tests
Wechsler Individual Achievement Test
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Summary:In this study, we intend to determine if reading tests aloud provides a differential boost to youth with elevated symptoms of Attention-Deficit/Hyperactivity Disorder (ADHD) relative to same-aged peers. Participants were 36 youth, 44% with or at risk for ADHD, who participated in a week long summer camp. Over the course of the week, youth attended five 45-min classroom periods followed by 10-min tests. Participants were randomized into one of two conditions (i.e., read aloud and silent) that alternated across 5 days. Results indicate that reading tests aloud in small groups significantly improved the testing performance of youth with or at risk for ADHD and provided a differential boost relative to youth without ADHD. Implications for special education practice and future research are discussed.
ISSN:0741-9325
1538-4756
DOI:10.1177/0741932515619929