This systematic review and synthesis summarizes intervention research for Grade K-12 students with a reading difficulty and co-occurring inattention to identify (a) the relevant intervention literature base, (b) the student, study, and intervention characteristics of these studies, (c) the effects of these interventions on reading and behavior outcomes, and (d) the collateral impact of reading interventions and behavior interventions on behavior outcomes and reading outcomes, respectively. Our search process yielded 14 eligible studies. Findings suggest that word reading instruction is associated with improved word reading outcomes and self-monitoring and function-based interventions are associated with improved student behavior. No study measured a collateral effect for reading or behavior interventions. Future reading intervention research is needed to better understand how to improve the reading and behavior outcomes for Grade K-12 students with a reading difficulty and co-occurring inattention. A PRISMA-compliant abstract can be found at https://osf.io/5v8ke/?view_only=d78b4cdc7eb946ae997df91e08fe2809.
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The research reported here was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R324B190010 to the University of Denver and Grant R324B210020 to Lehigh University. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.
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Roberts, G.J., Lindström, E.R., Jimenez, Z. et al. Intervention Research for Students with Co-occurring Reading Difficulties and Inattention: A Systematic Review of Single-Case Design Studies. J Behav Educ (2023). https://doi.org/10.1007/s10864-023-09517-5