“Linking Reading Comprehension and Executive Function: A Pathway to Improved Instruction”
Students with comorbid attention deficit hyperactivity disorder (ADHD) and specific learning disorder in reading (SLD-R) require reading comprehension instruction that is mindful of executive function deficit. Grounded in the notion that remediation is most successful when it is based on an understanding of the possible sources of failure, this presentation examines the interplay between executive function and reading comprehension and explores how reading comprehension instruction might integrate executive function support for students with ADHD and SLD-R. This proposed instructional framework integrates executive functions into the reading comprehension process. A lack of consensus with regard to how executive functions are identified, defined, and measured indicates avenues for future research. These findings are hoped to provide insight to teachers, administrators, curriculum developers, and those who provide teacher professional development.
Andria Slipp is the Head of Literacy, Admissions Officer, and senior high teacher at Rundle Academy, an independent day school in Calgary, Alberta which specializes in supporting students with Learning Disabilities. Her areas of professional interest include structured literacy for older students (grades 4-12), writing interventions, ADHD, and educational leadership. Away from the school setting, Andria enjoys experiencing the world through travel, exploring the Rocky Mountains in her backyard, and watching her teenage children grow into amazing people.