Are Reading Interventions Effective for At-Risk Readers with ADHD? A Meta-Analysis.
Are Reading Interventions Effective for At-Risk Readers with ADHD? A Meta-Analysis.
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DOI：
10.1177/10870547221130111
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发表时间：
2023-01
影响因子：
3
通讯作者：
Kofler, Michael J.
中科院分区：
文献类型：
--
作者：
Chan, Elizabeth S. M.;Shero, Jeffrey A.;Hand, Eric D.;Cole, Alissa M.;Gaye, Fatou;Spiegel, Jamie A.;Kofler, Michael J.
利用多层次元分析方法，本综述首次系统地量化了阅读干预对学龄期ADHD儿童的效果，并确定了可能增加这些儿童阅读相关干预成功的潜在因素。对1986 - 2020年间发表的18项研究（15篇同行评议文章，3篇论文）（N=564）进行meta分析。研究结果显示，在对确诊为ADHD的儿童进行的高质量研究中，阅读干预对提高阅读技能非常有效。研究开发/课程为基础的措施（g=1.91）和标准化/规范参考成就测试（g=1.11）都表明，阅读干预对提高阅读技能非常有效。包括至少30小时针对解码/音位意识的干预的阅读干预符合所有基准，被认为是基于临床和特殊教育标准的ADHD儿童的1级（完善的）基于证据的实践，有强有力的研究支持。我们的研究结果共同表明，阅读干预应该是ADHD高危读者阅读困难的一线治疗方法。
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. 18 studies (15 peer-reviewed articles, 3 dissertations) published from 1986 to 2020 (N=564) were meta-analyzed. 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. Our findings collectively indicate that reading interventions should be the first-line treatment for reading difficulties among at-risk readers with ADHD.
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影响因子：
3
作者：
Daniel J;Vaughn S;Roberts G;Grills A
通讯作者：
Grills A
影响因子：
3.8
作者：
Ek, U.;Westerlund, J.;Fernell, E.
通讯作者：
Fernell, E.
影响因子：
11.2
作者：
BUS, AG;VAN IJZENDOORN, MH;PELLEGRINI, AD
通讯作者：
PELLEGRINI, AD
影响因子：
5.9
作者：
Chambless, DL;Hollon, SD
通讯作者：
Hollon, SD
影响因子：
5
作者：
DuPaul, GJ;Volpe, RJ;Gruber, R
通讯作者：
Gruber, R