| Title: |
Adding Mindfulness to an Evidence-Based Reading Intervention for a Student with SLD: A Pilot Study |
| Language: |
English |
| Authors: |
Benney, Chandler M. (ORCID 0000-0002-0298-3552); Cavender, Savannah C.; McClain, Maryellen Brunson; Callan, Gregory L.; Pinkelman, Sarah E. |
| Source: |
Contemporary School Psychology. Sep 2022 26(3):410-421. |
| Availability: |
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: |
Y |
| Page Count: |
12 |
| Publication Date: |
2022 |
| Document Type: |
Journal Articles; Reports - Research |
| Descriptors: |
Evidence Based Practice; Reading Instruction; Intervention; Learning Disabilities; Students with Disabilities; Reading Difficulties; Teaching Methods; Metacognition; Computer Oriented Programs; Reading Fluency; Self Efficacy; Reading Improvement |
| DOI: |
10.1007/s40688-021-00361-w |
| ISSN: |
2159-2020; 2161-1505 |
| Abstract: |
Students with specific learning disability (SLD) are at a greater risk for reading difficulties, academic stress, and deficits in self-efficacy. There are several research-supported interventions used in schools that are effective in increasing reading skills (e.g., reading fluency) but do not explicitly address academic stress or deficient self-efficacy. A possible solution may be the addition of mindfulness techniques, as they have been shown to support a wide range of related student outcomes. Incorporating mindfulness through an app-based delivery approach may be beneficial in this scenario as they are low cost, easily accessible, and a simple tool to help meet the unique social-emotional and academic needs of students with SLD. The current study examined the extent to which adding a brief, app-based mindfulness intervention to an already established evidence-based reading fluency intervention (paired reading) would improve reading fluency, academic stress, and self-efficacy for a student with an SLD in reading. |
| Abstractor: |
As Provided |
| Entry Date: |
2022 |
| Accession Number: |
EJ1346023 |
| Database: |
ERIC |