Document Type
Preprint
Publication Date
1-1-2023
Journal / Book Title
Journal of Attention Disorders
Abstract
Objective: Utilizing a multi-level meta-analytic approach, this review is the first to systematically quantify the efficacy of reading interventions for school-aged children with ADHD and identify potential factors that may increase the success of reading-related interventions for these children. Method: 18 studies (15 peer-reviewed articles, 3 dissertations) published from 1986 to 2020 (N = 564) were meta-analyzed. Results: Findings revealed reading interventions are highly effective for improving reading skills based on both study-developed/curriculum-based measures (g = 1.91) and standardized/norm-referenced achievement tests (g = 1.11) in high-quality studies of children with rigorously-diagnosed ADHD. Reading interventions that include at least 30 hours of intervention targeting decoding/phonemic awareness meet all benchmarks to be considered a Level 1 (Well-Established) Evidence-Based Practice with Strong Research Support for children with ADHD based on clinical and special education criteria. Conclusions: Our findings collectively indicate that reading interventions should be the first-line treatment for reading difficulties among at-risk readers with ADHD.
DOI
10.1177/10870547221130111
MSU Digital Commons Citation
Chan, Elizabeth S.M.; Shero, Jeffrey A.; Hand, Eric D.; Cole, Alissa M.; Gaye, Fatou; Spiegel, Jamie A.; and Kofler, Michael J., "Are Reading Interventions Effective for At-Risk Readers with ADHD? A Meta-Analysis" (2023). Department of Psychology Faculty Scholarship and Creative Works. 632.
https://digitalcommons.montclair.edu/psychology-facpubs/632
Rights
HHS Public Access Author manuscript; available in PMC 2023 February 10. Published in final edited form as: J Atten Disord. 2023 January ; 27(2): 182–200. doi:10.1177/10870547221130111.