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Mindfulness and Speed Testing for Children With Learning Disabilities: Oil and Water?
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- 자료유형학술지논문
- 저자명Keller, Julia,Ruthruff, Eric,Keller, Patrick
- 학회/출판사/기관명Taylor & Francis
- 출판년도2019
- 언어영어
- 학술지명/학위논문주기READING AND WRITING QUARTERLY
- 발행사항Vol.35No.2[2019]_x000D_
- ISBN/ISSN1057-3569
- 소개/요약Metacognitive approaches are important in teaching reading skills, but little is known about how to develop self-regulation through classroom interventions. This study reports results from a randomized controlled pilot trial in which we investigated whether mindfulness-based training improves literacy scores/attitudes in children with a learning disability (LD). Mindfulness is a well-established metacognitive strategy for developing attention and has been shown to reduce anxiety and cognitive interference and improve positive affect. These benefits might help students with LD come to terms with their disability and improve their reading skills. Twenty elementary students with LD were randomly assigned to active control or experimental group that received a five-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. Implications for intervention and assessment are discussed.
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