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Adding Mindfulness to an Evidence-Based Reading Intervention for a Student with SLD: A Pilot Study
- Source :
-
Contemporary School Psychology . Sep 2022 26(3):410-421. - Publication Year :
- 2022
-
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.
Details
- Language :
- English
- ISSN :
- 2159-2020 and 2161-1505
- Volume :
- 26
- Issue :
- 3
- Database :
- ERIC
- Journal :
- Contemporary School Psychology
- Publication Type :
- Academic Journal
- Accession number :
- EJ1346023
- Document Type :
- Journal Articles<br />Reports - Research
- Full Text :
- https://doi.org/10.1007/s40688-021-00361-w