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Adding Mindfulness to an Evidence-Based Reading Intervention for a Student with SLD: a Pilot Study

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Abstract

Students with specific learning disability (SLD) are at a greater risk for reading difficulties, academic stress, and deficits in self-efficacy. There are several research-supported interventions used in schools that are effective in increasing reading skills (e.g., reading fluency) but do not explicitly address academic stress or deficient self-efficacy. A possible solution may be the addition of mindfulness techniques, as they have been shown to support a wide range of related student outcomes. Incorporating mindfulness through an app-based delivery approach may be beneficial in this scenario as they are low cost, easily accessible, and a simple tool to help meet the unique social-emotional and academic needs of students with SLD. The current study examined the extent to which adding a brief, app-based mindfulness intervention to an already established evidence-based reading fluency intervention (paired reading) would improve reading fluency, academic stress, and self-efficacy for a student with an SLD in reading.

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Acknowledgements

We would like to acknowledge Donna Gilbertson, PhD, for her contribution to conceptualizing this project.

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  1. Utah State University, 2810 Old Main Hill, Logan, UT, 84322, USA

    Chandler M. Benney, Savannah C. Cavender, Maryellen Brunson McClain, Gregory L. Callan & Sarah E. Pinkelman

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This study was performed in line with the principles of the Declaration of Helsinki. Approval was granted by the Ethics Committee of Utah State University on March 23, 2018 (Protocol # 8717).

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Benney, C.M., Cavender, S.C., McClain, M.B. et al. Adding Mindfulness to an Evidence-Based Reading Intervention for a Student with SLD: a Pilot Study. Contemp School Psychol 26, 410–421 (2022). https://doi.org/10.1007/s40688-021-00361-w

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