Attention Deficit Disorders and Reading
Greetings. The following materials are intended to provide an introduction to Attention Deficit Disorders and Reading. They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records is presented at the end of this file.
Zeynep B. Erdiller
Reference Specialist
Alphabetically arranged listing of bibliographies
Categorically arranged listing of bibliographies
Internet Sites
Reading and ADHD- Reading Instruction. com
Teaching Tips-ADHD
Attention Deficit Hyperactivity Disorder (NIMH)
National Attention Deficit Disorder Association
Attention Deficit/Hyperactivity Disorder* Briefing Paper
Citations from the ERIC Database
AN: EJ616092
AU: Kastner,-Joseph-W.; Tingstorm,-Daniel-H.; Edwards,-Ron-P.
TI: The Utility of Reading To Read with Boys with ADHD-CT Administered at Two Different Intervals Post Methylphenidate Ingestion.
PY: 2000
SO: Psychology-in-the-Schools; v37 n4 p367-77 Jul 2000
DEM: *Attention-Deficit-Disorders; *Hyperactivity-; *Males-; *Oral-Reading
DER: Elementary-School-Students; Reading-Difficulties; Time-Factors-Learning
AB: Investigates the relationship between the time of a repeated reading intervention and measures of oral-reading fluency with boys having Attention Deficit-Hyperactivity Disorder Combined Type (ADHD-CT) and treated with methylphenidate. Students mastered passages more quickly, and had fewer reading errors during the intervention when administered 45 minutes to 1 hour after ingestion versus 3 to 4 hours after ingestion. (Author/JDM)
AN: EJ608052
AU: Bonafina,-Marcela-A.; Newcorn,-Jeffrey-H.; McKay,-Kathleen-E.; Koda,-Vivian-H.; Halperin,-Jeffrey-M.
TI: ADHD and Reading Disabilities: A Cluster Analytic Approach for Distinguishing Subgroups.
PY: 2000
SO: Journal-of-Learning-Disabilities; v33 n3 p297-307 May-Jun 2000
DEM: *Attention-Deficit-Disorders; *Hyperactivity-; *Intelligence-Differences; *Reading-Ability; *Reading-Difficulties; *Student-Characteristics
DER: Academic-Achievement; Aggression-; Children-; Classification-; Cluster-Analysis; Cognitive-Processes
AB: Using cluster analysis, a study empirically divided 54 children with attention-deficit/hyperactivity disorder (ADHD) based on their Full Scale IQ and reading ability. Clusters had different patterns of cognitive, behavioral, and neurochemical functions, as determined by discrepancies in Verbal-Performance IQ, academic achievement, parent aggression ratings, and a measure of noradrenergic function. (Contains references.) (Author/CR)
AN: EJ589586
AU: Ostoits,-Jean
TI: Reading Strategies for Students with ADD and ADHD in the Inclusive Classroom.
PY: 1999
SO: Preventing-School-Failure; v43 n3 p129-32 Spr 1999
NT: Special Issue: Inclusion Revisited.
DE: *Attention-Deficit-Disorders; *Cognitive-Style; *Reading-Difficulties; *Reading-Instruction; *Reading-Strategies
DE: Elementary-Secondary-Education; Hyperactivity-; Peer-Teaching; Small-Group-Instruction; Teaching-Methods
AB: Discusses the different learning styles of poor readers and presents strategies for students with attention-deficit disorders in inclusive settings, including small-group work, structured daily schedules and consistent instructional methods, prereading strategies, after-reading strategies, and allowing students to move around to confer with peers. (CR)
AN: EJ606217
AU: Hook,-Christine-L.; DuPaul,-George-J.
TI: Parent Tutoring for Students with Attention-Deficit/Hyperactivity Disor
DER: Effects on Reading at Home and School.
PY: 1999
SO: School-Psychology-Review; v28 n1 p60-75 1999
DE: *Attention-Deficit-Disorders; *Educational-Environment; *Hyperactivity-; *Parent-Participation; *Reading-Improvement; *Tutoring-
DE: Curriculum-Based-Assessment; Primary-Education; Student-Attitudes
AB: Examines the effects of a parent tutoring intervention on the reading performance of students with Attention-Deficit/Hyperactivity Disorder (ADHD), at home and at school. Results indicate that reading performance in the home setting improved for all students and reading performance in the school setting showed improvements, but data should be interpreted with some considerations. (Author/GCP)
AN: EJ583705
AU: Noell,-George-H.; Gansle,-Kristin-A.; Witt,-Joseph-C.; Whitmarsh,-Ernest-L.; Freeland,-Jennifer-T.; LaFleur,-Lynn-H.; Gilbertson,-Donna-N.; Northrup,-John
TI: Effects of Contingent Reward and Instruction on Oral Reading Performance at Differing Levels of Passage Difficulty.
PY: 1998
SO: Journal-of-Applied-Behavior-Analysis; v31 n4 p659-63 Win 1998
DE: *Attention-Deficit-Disorders; *Modeling-Psychology; *Oral-Reading; *Positive-Reinforcement; *Reading-Improvement; *Reading-Instruction
DE: Elementary-Education; Instructional-Effectiveness
AB: A study examined the effects of reinforcement contingencies designed to increase the performance of existing reading skills in three boys (age 9) with attention deficit hyperactivity disorder. Results showed that a combination of contingencies, modeling, and practice was effective in producing substantial increases in oral reading fluency for all participants. (Author/CR)
AN: EJ590992
AU: Riccio,-Cynthia-A.; Jemison,-Sandra-J.
TI: ADHD and Emergent Literacy: Influence of Language Factors.
PY: 1998
SO: Reading-and-Writing-Quarterly:-Overcoming-Learning-Difficulties; v14 n1 p43-58 Jan-Mar 1998
DE: *Attention-Deficit-Disorders; *Emergent-Literacy; *Hyperactivity-; *Language-Processing; *Reading-Diagnosis; *Reading-Difficulties
DE: Early-Intervention; Elementary-Secondary-Education; Phonology-
AB: Reviews theoretical frameworks for understanding the relationship between attention-deficit hyperactivity disorder (ADHD) and learning disabilities, particularly reading disability (RD). Discusses the co-occurrence of ADHD and RD. Suggests a comprehensive assessment must include linguistic factors, particularly phonological processing. Discusses implications of this research with an emphasis on the need for appropriate intervention for children with co-occurring ADHD. (RS)
AN: EJ547110
AU: Fouse,-Beth; Morrison,-Jane-Ann
TI: Using Children's Books as an Intervention for Attention-Deficit Disorder.
PY: 1997
SO: Reading-Teacher; v50 n5 p442-45 Feb 1997
DE: *Attention-Deficit-Disorders; *Childrens-Literature; *Reading-Aloud-to-Others; *Reading-Materials
DE: Elementary-Education
AB: Describes how the use of children's books may enable students with Attention Deficit Disorder to develop a clearer understanding of themselves and their problems. Includes a 33-item annotated list of books useful for this purpose. (SR)
AN: ED396237
AU: Ruschko,-Alexandra-Katharina
TI: Attention Deficit Hyperactivity Disorder and Reading.
PY: 1996
NT: 147 p.; Education Specialist Research Project, Bowling Green State University.
PR: EDRS Price - MF01/PC06 Plus Postage.
DE: Action-Research; Cognitive-Style; Elementary-Education; Foreign-Countries; Sex-Differences; Teacher-Attitudes
DE: *Attention-Deficit-Disorders; *Behavior-Disorders; *Hyperactivity-; *Reading-Achievement
AB: A study investigated the severity of attention deficit hyperactivity disorder (ADHD) in Austrian elementary classrooms and evaluated how teachers help their students when they encounter ADHD related symptoms. Subjects were 37 Austrian elementary teachers and their 750 students. Participating teachers completed the survey by reporting their students' behaviors and listing ideas of how they help their students who show severe ADHD behaviors. Results indicated that (1) students who exhibited ADHD symptoms showed more difficulties in reading than their non-ADHD peers; (2) boys appeared to show more ADHD behavior than their female peers; (3) 7 behaviors were found among 20% or more of the students at the severity level; (4) talking to the students individually or in groups was among the main suggestions; and (5) teachers stressed the importance of viewing each student's learning style as unique by recommending individual instruction and assigning students to instructional activities they are really able to handle. Findings suggest that ADHD behavior occurs in alarming percentages among Austrian elementary students, and that participating teachers had a high agreement of how to help with attention deficit problems most effectively. (Contains 56 references, 15 tables, and 5 figures of data. Appendixes present diagnostic criteria, survey instruments, and additional data.)
AN: ED396222
AU: Brock,-Stephen-E.
TI: The Reading Comprehension Abilities of Children with Attention-Deficit/ Hyperactivity Disorder.
PY: 1996
NT: 8 p.; Paper presented at the Annual Meeting of the National Association of School Psychologists (Atlanta, GA, March 12-16, 1996).
PR: EDRS Price - MF01/PC01 Plus Postage.
DE: Attention-; Attention-Span; Behavior-Disorders; Emotional-Disturbances; Hyperactivity-; Intermediate-Grades; Reading-Research
DE: *Attention-Deficit-Disorders; *Learning-Disabilities; *Learning-Problems; *Reading-Comprehension; *Reading-Skills
AB: The reading comprehension abilities of 21 intermediate grade children, previously diagnosed as having Attention-Deficit/Hyperactivity Disorder (ADHD), were compared to 21 carefully matched age/grade peers who did not have this disorder. The study investigated ADHD and Comparison group differences in different levels of comprehension (microprocessing and macroprocessing), in the metacognitive skill known as comprehension monitoring, and examined whether ADHD symptom severity correlated with reading comprehension ability. Results supported two of the study's four hypotheses: (1) ADHD children obtained lower reading comprehension test scores than did their carefully matched peers in the Comparison group; and (2) greater ADHD symptom severity predicted lower reading comprehension test scores. Results failed to support the hypotheses that there would be an interaction between group membership (ADHD and Comparison) and reading comprehension task (macroprocessing and microprocessing), and that the ADHD children would have relative difficulty monitoring the accuracy of their comprehension. (TS)
AN: ED409551
AU: Nichols,-William-Dee; and-others
TI: Academic Diversity: Reading Instruction for Students with Special Needs.
PY: 1996
NT: Paper presented at the Annual Meeting of the Society for the Scientific Study of Reading (3rd, New York, NY, April 1996).
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED409551
DE: *Attention-Deficit-Disorders; *Gifted-; *Inclusive-Schools; *Individualized-Education-Programs; *Reading-Instruction; *Special-Needs-Students
DE: Classroom-Environment; Elementary-Education; Equal-Education; Mainstreaming-; Teamwork-
AB: Students with special needs are increasingly taught in the least restrictive environment, which often means the general education classroom. Mainstreaming and inclusion provide the most appropriate education for each student in the least restrictive setting, considering the education needs of students rather than their clinical labels. A key ingredient of the legislative mandate for mainstreaming is the development of an individualized education plan (IEP) for each student with disabilities. The general education classroom teacher's total involvement in the team process is the key to successful implementation of the IEP. A student with special needs will benefit from the same individualized approach to learning that every student needs. Attention-deficit hyperactivity disorder (ADHD) is one of the most common disorders among children. While at times this disorder can be frustrating to the teacher and disruptive to the classroom, there are effective environmental and instructional strategies that the teacher can take advantage of to ensure a successful learning climate for the child with attention-deficit hyperactivity disorder. Gifted students also require instruction matched to their needs. Today's schools are recognizing their special needs, and teachers are differentiating their reading instruction to meet these needs. In this manner, all students are ensured of an equal opportunity to succeed in school. (Contains 13 references.) (RS)
AN: EJ506435
AU: Warren,-Janet-S.; Flynt,-Samuel-W.
TI: Children with Attention Deficit Disor
DER: Diagnosis and Prescription of Reading Skill Deficits.
PY: 1995
SO: Reading-Improvement; v32 n2 p105-10 Sum 1995
DE: *Attention-Deficit-Disorders; *Reading-Instruction
DE: Elementary-Education; Instructional-Effectiveness; Reading-Diagnosis; Reading-Difficulties; Reading-Improvement; Reading-Research; Teaching-Methods
AB: Presents data collected from an assessment of the reading skills of 19 elementary students diagnosed with an attention deficit disorder. Offers recommendations for interventions based on the results of the assessment. Discusses teaching techniques and strategies that address the specific reading deficits reflected in the data. (SR)
AN: ED383134
AU: French,-Michael-P.; Landretti,-Ann-Polzer
TI: Attention Deficit and Reading Instruction. Fastback 382.
CS: Phi Delta Kappa Educational Foundation, Bloomington, IN.
PY: 1995
AV: Phi Delta Kappa, 408 N. Union, P.O. Box 789, Bloomington, IN 47402-0789.
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED383134
DE: *Attention-Deficit-Disorders; *Classroom-Techniques; *Reading-Difficulties; *Reading-Instruction
DE: Elementary-Education; Reading-Consultants; Reading-Strategies; Student-Evaluation; Teaching-Methods; Whole-Language-Approach
AB: Attention deficit disorder (ADD) is examined from the standpoint of teaching reading, and strategies are offered for teaching youngsters who are having difficulty reading due to ADD. Examples of students and scenarios are included. A definition of ADD is presented, along with symptoms that are consistent with inattention and disorganization that may result in underachievement or academic failure. Consideration is given to: attention deficits and models of reading, ways that attention deficits might affect learning in the elementary classroom, conventional and whole language classrooms, how the reading specialist can support instruction, and assessment of the child with attention deficits. General classroom modifications that are helpful for working with the student with ADD are considered, as are recommendations for oral reading and fluency, vocabulary development, comprehension, and increasing student motivation. A list of information resources for educators, parents, and children is appended, along with a list of parent support groups and organizations. Contains 16 references. (SW)
AN: ED376447
AU: Denner,-Michael, comp.
TI: Reading and Children with Dyslexia or Attention Deficit Disorders 1983-1992: Citations and Abstracts from the ERIC Database.
CS: ERIC Clearinghouse on Reading and Communication Skills, Bloomington, IN.
PY: 1992
AV: ERIC Clearinghouse on Reading, English, and Communication, Indiana University, 2805 E. 10th St., Suite 150, Bloomington, IN 47408-2698 ($5).
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED376447
DE: *Attention-Deficit-Disorders; *Dyslexia-; *Reading-Difficulties; *Reading-Skills
DE: Annotated-Bibliographies; Elementary-Education; Parent-Child-Relationship; Teaching-Methods
AB: This annotated bibliography of material from the ERIC database presents 59 annotations on the topic of reading and children with dyslexia or attention deficit disorders. Entries in the bibliography are organized into background information on dyslexia and attention deficit disorders, information for parents, and information for teachers. The annotated bibliography contains listings for a wide range of materials, including journal articles, books, reports, practica, conference papers, and dissertations. A list of five additional sources of information is attached. (RS)
 Working With Special Students In English/language Arts |
Other Resources (available either for sale or via interlibrary loan)
Title: Children's behaviour, attention and reading problems : strategies for school-based interventions /
Author(s): Grainger, Jessica.
Year: 1997
Publisher: Melbourne, Australia : ACER,
Title: ADD and its relationships to spoken and written language /
Author(s): Butler, Katharine G. ; Kavanagh, James F. ; Lyon, G. Reid,; 1949- Year: 1994
Publisher: Gaithersburg, Md. : Aspen Publisher,
Organizations
Children with Attention-Deficit Disorders
499 NW 70th Ave., Ste. 308
Plantation, FL 33317
(305) 587-3700
National Attention-Deficit Disorder Association
42 Way to the River
West Newbury, MA 01985
(508) 462-0495
National Information Center for Children and Youth With Disabilities
P.O. Box 1492
Washington, DC 20013
Phone: (202)884-8200
Fax: (202)884-8441 Toll-Free: (800)695-0285
E-M: nichcy@aed.org
URL: http://www.aed.org/nichcy.
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