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ERIC Number: EJ1161394
Record Type: Journal
Publication Date: 2017-Dec
Pages: 12
Abstractor: As Provided
ISSN: ISSN-2159-2020
Effects of a Mindful Breathing Exercise during Reading Fluency Intervention for Students with Attentional Difficulties
Idler, Alyssa M.; Mercer, Sterett H.; Starosta, Lindsay; Bartfai, Jamie M.
Contemporary School Psychology, v21 n4 p323-334 Dec 2017
Students with attentional difficulties are at greater risk for reading difficulties. To address this concern, we examined the extent to which adding a mindful breathing exercise to individual reading fluency interventions would improve gains in reading fluency, student-reported attention, and student-reported stress. In a restricted alternating design, four students in grades 3-5 with teacher-reported difficulties in attention and reading participated in 12 intervention sessions that included reading fluency instructional strategies only or a mindful breathing exercise plus reading fluency instructional strategies. Based on visual and Bayesian analyses, there were no differences in within-session gains in reading fluency between conditions; however, one student had greater self-reported attention and less reported stress in intervention sessions that included the mindful breathing component. Implications of the study for future research integrating mindfulness practices in academic interventions are discussed.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A