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199. Engagement and reading comprehension in ADHD

The engagement model of reading development suggests that instruction improves student´s reading comprehension. The aim of this paper was to analyze the influence of an instructional program about cognitive and motivational processes in ADHD students. We used two instructional programs: one support for cognitive strategies and the other support for cognitive and motivational strategies. We found that the level of students´ reading engagement during classroom work mediated the instructional effect on reading outcomes.

Author(s):

VIEIRO IGLESIAS PILAR    
UNIVERSIDAD DE A CORUÑA
Spain

ROSENDE VÁZQUEZ MARTA    
UNIVERIDAD DE A CORUÑA
Spain

PEREIRA VILLAR RICARDO    
UNIVERSIDAD DE A CORUÑA
Spain