Description
This study examines the impact of reading intervention on ratings of student attention over time. Participants include middle school students. Findings suggest that intensive, response-based reading intervention over 3 years may improve reading achievement and behavioral attention in middle school struggling readers where reading influences attention.
Citation
Roberts, G., Rane, S., Fall, A. M., Denton, C. A., Fletcher, J. M., & Vaughn, S. (2015). The impact of intensive reading intervention on level of attention in middle school students. Journal of Clinical Child & Adolescent Psychology, 44(6), 942–953.