ARTICLE REVIEW #2
Review of Rosemary Vile's, George DuPaul's, Asha Jitendra's, Robert Volpe's and Kristy Clearly's "Classroom observations of students with and without ADHD: Differences across types of engagement."
The research studies the behaviours that ADHD students have in academic engagements during instruction in math and reading. Academic engagement is categorized in active engagement and passive engagement. Active engagement (AET) refers to those times when the student is actively participating and responding to an academic task. Passive engagement (PET) happens when a student is passively attending to an academic work. Furthermore another type of behavior is off-task behavior, it can be classified in different classes depending on the actions of the child. For example off-task motor, off-task verbal, and off-task passive behaviors. The purpose of the investigation is to know what kind of behaviours ADHD students have during academic tasks and to know the different behaviours between ADHD students and their classroom peers. The research question assigned for this investigation states what kind of specific classroom behaviours ADHD students have during academic tasks.
The qualitative research has 155 fourth grader participants with and without ADHD of a public school in Pensylvania. An essential aspect is that students with developmental disabilities who are medicated are excluded. Direct observations to each participant are used to collect information. Each observation period lasts 15 minutes and they are divided in 60 intervals with 15 seconds each interval. Students without ADHD who serve as peer comparison are randomly selected. Finally the teacher’s report about the child’s problem when having math or reading is needed. What this study shows is that students with ADHD show different behaviors than students without ADHD. ADHD students present a higher level of the three classes of off-task behaviors and a significant lower level of AET and PET than students without ADHD. Results of this study suggest that ADHD students are able to follow instructional activities and strategies that are used to actively respond to academic tasks.
Students with ADHD behave and learn different than students without ADHD. ADHD students focused their behavior on off-task behavior. That means that they do other things unrelated to the academic task. When students are on off-task behavior they tend to do different actions, for example looking around the classroom, talking to another student and talk to the observer about issues unrelated to the academic task (Clarfield, 2005). ADHD students have experience difficulties with in the area of academic performance during academic tasks. That is why the research shows significant aspects like to use instructional strategies that an English teacher has to consider in order to teach to ADHD students.
This research will help a lot English teachers who have ADHD students in the classroom to know their behaviors during the classes. The analyzed research gives relevant information to English teachers to know how to work with ADHD students in the classroom in order for them to learn the second language. The given information in the research may be helpful because it demonstrates that ADHD students learn better when they follow instructional activities. This complete article is clear and well organized for English teachers. It allows teachers to help their ADHD students to learn as better as they can.
Vile Junod et al. (2006). Classroom observations of students with and without ADHD: Differences across types of engagement. Journal of School Psychology,44,87-104.
ARTICLE REVIEW #1
Review of Julie Clarfield’s and Gary Stoner’s “The Effects of Computarized Reading Instruction on the Academic Performance of Students Identified with ADHD.”
This research is based on knowing the effectiveness that the strategy of using reading programs can have on kids that present Attention-Deficit/Hyperactivity Disorder (ADHD). The investigation is carried out in Massachusetts. The programs that authors use No need to mention authors. are the Headsprout Reading Basics and it is worked with the Computer Assisted Instruction (CAI). The instruction programs that are used are inexpensive and easy to use. The purpose of the investigation is to know if the instruction programs are advantageous and helpful in teaching the reading skill to little kids with ADHD. Thus, authors have to primary research questions which are: What is wrong with underlined text? What are the effects of the Headsprout reading program on students’ oral reading fluency and on students’ task engagement?
The qualitative research has three participants,Review runon sentences. they are: Kevin, Joe and Tim. They are all around the same age and they study in one rural elementary school. Researchers need to know the scale that each student has of the Behaviour Assessment System for Children (BASC) in order to differentiate the symptoms presented of each child. In this way they can manage the Headsprout program appropriately. The program is focused on an approach which intends to teach reading since different activities like: consistent letters and sounds, fluency building exercises, recognizing and using punctuation words. The majority of tasks are prepared to have success on the child Awkward. because the types of activities motivate students and they learn faster and efficiently the reading skill. The observations authors follow,Comma required here. Review rules as to when to use commas. are called Behavior Observation of Students in Schools (BOSS) and they take place in a computer laboratory. The observations are focused on three classes of behavior: active engagement, passive engagement, and off-task behavior. The authors can grade the behaviors if children read aloud, write, move the mouse or read silently, looking at the teacher or simply do other things unrelated to the academic task. This is measured observing kids two times a week, during three weeks. The results show that now students with ADHD have a higher level of oral reading fluency compared to the baselines rates.include more than one sentence related to the results of the study.
After three weeks of applying this program to little kids with ADHD who are experiencing academic difficulties when reading. What is wrong with the prior sentence? Researchers show that the program really helps children with ADHD to increase in their oral reading fluency. To use this program is helpful when teachers want to teach the reading skill to children with ADHD. Early years children with ADHD need to practice reading, try to incorporate letter-sound activities into the child’s day, create different activities like helping the child recognize story lines (Schwartz, 2001). The program counts with these types of activities. The research has significant aspects that an English teacher has to consider in order to teach reading to ADHD children.
This primary research is easy to understand,Runon sentence. the method authors follow is very comprehensible because authors always explain the complement of each highlight. All the primary research is well organized; it has a clear order and relevant information that makes the research legible and interesting for the reader. This research is helpful to understand how to create a primary research with relevant and necessary information. The research shows the intention of a primary research and how primary researches are useful in the course.
References: Remove colon after "References".
Clarfield, J. & Stoner, G. (2005). The effects of computerized reading instruction on the academic performance of students identified with ADHD. School Psychology Review, 34 (2), 246-254.
• Literature paper- http://www.nice.org.uk/nicemedia/pdf/CG72NiceGuidelinev3.pdf
• Research paper- http://www.lehigh.edu/~inpass/pdf/classroom_observations.pdf
• Action research- http://www.eric.ed.gov/PDFS/ED395254.pdf