| dc.description.abstract | A quasi-experimental comparison study took place over the course of six weeks in a
special education resource room in a rural Wisconsin school district. The purpose of the
study was to determine the potential benefits of using a mindfulness program prior to
individualized reading intervention. Students received 1:1 individualized reading
instruction designed to work on specific IEP (individualized education plan) goals and
objectives. For the initial three weeks of the study, students were presented with reading
instruction as usual. For the final three weeks, students were given the option to
participate in a mindfulness activity prior to beginning reading intervention. Mindfulness
activities were pulled from the Cosmic Kids website and included yoga, guided
meditation, deep breathing, and positive affirmations. Each week, data were collected
using progress monitoring measures for words read correctly per minute (WCPM),
comprehension, and attention redirection. Analysis of the final data points suggested that
mindful practices can have significant positive effects on elementary-aged students’
engagement and achievement in reading intervention. | en_US |
