The Utility of Reading to Read With Boys With ADHD-CT Administered at Two Different Intervals Post Methylphenidate Ingestion
Document Type
Article
Publication Date
7-1-2000
Department
Psychology
Abstract
This study investigated the relationship between the time of scheduling of a repeated reading intervention (Reading to Read) and measures of oral-reading fluency with boys with Attention Deficit-Hyperactivity Disorder, Combined Type (ADHD-CT). Participants included 6 male students (4 fourth grade and 2 fifth grade) who were diagnosed as having ADHD-CT, and who were treated medically with methylphenidate (Ritalin). All students mastered passages more quickly, and most students read passages more quickly, had fewer reading errors, and had higher rates of correct words per minute (CWPM) during intervention administered 45 minutes to 1 hour after ingestion of methylphenidate versus 3 to 4 hours after ingestion. Implications for academic instruction for students with ADHD-CT who rake Ritalin are discussed. (C) 2000 John Wiley Bi Sons, Inc.
Publication Title
Psychology in the Schools
Volume
37
Issue
4
First Page
367
Last Page
377
Recommended Citation
Kastner, J. W.,
Tingstrom, D. H.,
Edwards, R. P.
(2000). The Utility of Reading to Read With Boys With ADHD-CT Administered at Two Different Intervals Post Methylphenidate Ingestion. Psychology in the Schools, 37(4), 367-377.
Available at: https://aquila.usm.edu/fac_pubs/4173