ERIC Number: EJ1216108
Record Type: Journal
Publication Date: 2019
Pages: 25
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1057-3569
EISSN: N/A
Mindfulness and Speed Testing for Children with Learning Disabilities: Oil and Water?
Keller, Julia; Ruthruff, Eric; Keller, Patrick
Reading & Writing Quarterly, v35 n2 p154-178 2019
Metacognitive approaches are important in teaching reading skills, but experts know little about how to develop self-regulation through classroom interventions. This article reports results from a randomized controlled pilot trial in which we investigated whether mindfulness-based training improves literacy scores/attitudes in children with learning disabilities (LD). Mindfulness is a well-established metacognitive strategy for developing attention; it reduces anxiety and cognitive interference and improves positive affect. These benefits might help students with LD come to terms with their disability and improve their reading skills. We randomly assigned 20 elementary students with LD to either an active control or experimental group that received a 5-week intervention incorporating reading instruction and mindfulness. Quantitative results showed that training significantly increased response times during decoding (indicating possible increases in reflectiveness) and lowered heart rate. Qualitative analysis revealed themes pointing to improvements in literacy and affect. We discuss implications for intervention and assessment.
Descriptors: Timed Tests, Learning Disabilities, Metacognition, Reading Skills, Reading Instruction, Elementary School Students, Decoding (Reading), Reading Improvement, Emergent Literacy, Reading Fluency, Reading Tests, Biofeedback, Writing Improvement, Positive Reinforcement, Anxiety, Emotional Intelligence, Self Efficacy, Outcomes of Education, Intervention
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Mexico
Identifiers - Assessments and Surveys: Dynamic Indicators of Basic Early Literacy Skills (DIBELS)
Grant or Contract Numbers: N/A