ملخص
Academic success is highly dependent on students' ability to comprehend written texts. Students with Attention Deficit/Hyperactivity Disorder (ADHD) often struggle with reading comprehension, but the source of their difficulties is unclear. The current study compares reading comprehension, as well as linguistic and cognitive skills in adults with and without ADHD. Results show worse reading comprehension in adults with ADHD and an association between reading comprehension and sustained attention. Implications for reading comprehension instruction are discussed.
اللغة الأصلية | الإنجليزيّة |
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عنوان منشور المضيف | International Collaboration toward Educational Innovation for All |
العنوان الفرعي لمنشور المضيف | Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022 |
المحررون | Clark Chinn, Edna Tan, Carol Chan, Yael Kali |
ناشر | International Society of the Learning Sciences (ISLS) |
الصفحات | 921-924 |
عدد الصفحات | 4 |
رقم المعيار الدولي للكتب (الإلكتروني) | 9781737330653 |
حالة النشر | نُشِر - 2022 |
الحدث | 16th International Conference of the Learning Sciences, ICLS 2022 - Virtual, Online, اليابان المدة: ٦ يونيو ٢٠٢٢ → ١٠ يونيو ٢٠٢٢ |
سلسلة المنشورات
الاسم | Proceedings of International Conference of the Learning Sciences, ICLS |
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رقم المعيار الدولي للدوريات (المطبوع) | 1814-9316 |
!!Conference
!!Conference | 16th International Conference of the Learning Sciences, ICLS 2022 |
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الدولة/الإقليم | اليابان |
المدينة | Virtual, Online |
المدة | ٦/٠٦/٢٢ → ١٠/٠٦/٢٢ |
ملاحظة ببليوغرافية
Publisher Copyright:© ISLS.