תקציר
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.
| שפה מקורית | אנגלית |
|---|---|
| כותר פרסום המארח | International Collaboration toward Educational Innovation for All |
| כותר משנה של פרסום המארח | Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022 |
| עורכים | Clark Chinn, Edna Tan, Carol Chan, Yael Kali |
| מוציא לאור | International Society of the Learning Sciences (ISLS) |
| עמודים | 921-924 |
| מספר עמודים | 4 |
| מסת"ב (אלקטרוני) | 9781737330653 |
| סטטוס פרסום | פורסם - 2022 |
| אירוע | 16th International Conference of the Learning Sciences, ICLS 2022 - Virtual, Online, יפן משך הזמן: 6 יוני 2022 → 10 יוני 2022 |
סדרות פרסומים
| שם | Proceedings of International Conference of the Learning Sciences, ICLS |
|---|---|
| ISSN (מודפס) | 1814-9316 |
כנס
| כנס | 16th International Conference of the Learning Sciences, ICLS 2022 |
|---|---|
| מדינה/אזור | יפן |
| עיר | Virtual, Online |
| תקופה | 6/06/22 → 10/06/22 |
הערה ביבליוגרפית
Publisher Copyright:© ISLS.