Degree Granting Department
Psychological and Social Foundations
Kelly Powell-Smith, Ph.D.
ADHD predominantly inattentive type, Second grade students, Self-graphing, Curriculum-based measurement, Academic interventions
This study examined the effects of peer tutoring and self-monitoring interventions on the oral reading performance of students exhibiting symptoms of Attention-Deficit/Hyperactivity Disorder: Predominantly Inattentive Type. A multiple baseline across participants design was used to evaluate the effectiveness of the peer tutoring and self-monitoring interventions with four second grade students who were tutored by fourth grade students. Results indicated that the median number of words read correct per minute as measured by curriculum-based measurement reading probes increased from baseline to intervention phases for three of the four tutee participants. In addition, the median number of errors from baseline to intervention phases decreased for three of the four participants. However, data were highly variable for three of the four participants.
Scholar Commons Citation
Leis, Shannon M., "The impact of peer tutoring and self-monitoring on oral reading fluency for children who exhibit symptoms of attention-deficit/hyperactivity disorder" (2005). Graduate Theses and Dissertations.