Welcome to the InfoSci Platform
Reading Fluency in Students With Dyslexia and ADHD: Assessment and Intervention

Reading Fluency in Students With Dyslexia and ADHD: Assessment and Intervention

Ana Sofia Picão, Sandrina Esteves
Copyright: © 2022 |Pages: 20
ISBN13: 9781799897507|ISBN10: 1799897508|ISBN13 Softcover: 9781799897514|EISBN13: 9781799897521
DOI: 10.4018/978-1-7998-9750-7.ch005
Cite Chapter Cite Chapter

MLA

Picão, Ana Sofia, and Sandrina Esteves. "Reading Fluency in Students With Dyslexia and ADHD: Assessment and Intervention." Modern Reading Practices and Collaboration Between Schools, Family, and Community, edited by Ana Patrícia Almeida and Sandrina Esteves, IGI Global, 2022, pp. 105-124. https://doi.org/10.4018/978-1-7998-9750-7.ch005

APA

Picão, A. S. & Esteves, S. (2022). Reading Fluency in Students With Dyslexia and ADHD: Assessment and Intervention. In A. Almeida & S. Esteves (Eds.), Modern Reading Practices and Collaboration Between Schools, Family, and Community (pp. 105-124). IGI Global. https://doi.org/10.4018/978-1-7998-9750-7.ch005

Chicago

Picão, Ana Sofia, and Sandrina Esteves. "Reading Fluency in Students With Dyslexia and ADHD: Assessment and Intervention." In Modern Reading Practices and Collaboration Between Schools, Family, and Community, edited by Ana Patrícia Almeida and Sandrina Esteves, 105-124. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-7998-9750-7.ch005

Export Reference

Mendeley
Favorite

Abstract

Children with dyslexia have significant difficulties in reading and writing that are characterized by weaknesses in decoding and accurate word recognition, reading and spelling accuracy, reading fluency/speed, reading comprehension, among others. There is a high rate of comorbidities associated with dyslexia, one of which is attention-deficit hyperactivity disorder (ADHD). This study aimed to assess the three dimensions of reading fluency—accuracy, speed, and prosody—in children diagnosed with dyslexia and ADHD and to intervene to minimize their difficulties in this area. Three children, one male and two females, aged between 9 and 11 years old attending the 4th grade, took part in the study. It was found that the biggest difficulties experienced by the participants were in prosody and speed. Thus, intervention tasks were prepared and developed during nine sessions to improve the results obtained. At the end of the intervention phase, it was found that a direct intervention on the most frequent errors undoubtedly led to an improvement in reading fluency scores.

Request Access

You do not own this content. Please login to recommend this title to your institution's librarian or purchase it from the IGI Global bookstore.