Title

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