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The utility of reading to read with boys with ADHD‐CT administered at two different intervals post methylphenidate ingestion
Author(s) -
Kastner Joseph W.,
Tingstrom Daniel H.,
Edwards Ron P.
Publication year - 2000
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/1520-6807(200007)37:4<379::aid-pits8>3.0.co;2-q
Subject(s) - methylphenidate , fluency , psychology , reading (process) , attention deficit hyperactivity disorder , ingestion , intervention (counseling) , developmental psychology , clinical psychology , psychiatry , audiology , medicine , mathematics education , linguistics , philosophy
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 take Ritalin are discussed. © 2000 John Wiley & Sons, Inc.