ERIC Number: ED197304
Record Type: RIE
Publication Date: 1980-Nov
Reference Count: 0
Children with Reading Disorders: II. Effects of Methylphenidate in Combination with Reading Remediation.
Gittelman, Rachel; And Others
A study was conducted to investigate the effects of methylphenidate given in conjunction with reading remediation to children with pure reading disorders. A total of 66 children receiving motivated reading remediation were randomly assigned to either a placebo or a methylphenidate treatment group. A battery of reading, academic, and psychological tests was administered before, immediately after, two months after, and eight months after the treatment. When 22 basic reading skills were measured immediately after treatment, a significant advantage for the drug-treated group was found only on the reading of initial consonants; and a trend in favor of the methylphenidate group was found on spelling and comprehension tests. Performance on several of the psychological tests was significantly improved by methylphenidate. Posttests two and eight months after treatment revealed no significant differences in basic reading skills between the two groups, and no long term effects of methylphenidate on reading achievement and academic tasks. The failure to find long term advantages for the methylphenidate treatment, although drug effects had been obtained during treatment, suggested that stimulants may not enhance learning or the acquisition of skills, but may improve performance or the ability to apply mastered skills. (RL)
Publication Type: Reports - Research; Speeches/Meeting Papers; Numerical/Quantitative Data
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Orton Society, Inc. (31st, Boston, MA, November 11-15, 1980). For related document see CS 005 837.