Understanding and Addressing Mechanisms Within Reading Instruction Toward Mindfulness-Based Interventions, Anxiety Reduction, and Improved Attention

Session Type: Symposium

Abstract

This symposium features three papers examining the complex interplay between anxiety, mindfulness-based interventions (MBIs), and attention in the context of reading difficulties. The first study highlights the links between anxiety and reading achievement, emphasizing the need for targeted interventions to support both reading and anxiety. The second study reviews 61 research articles on MBIs in schools, noting their positive effects on cognitive and socio-emotional development but limited impact on behavior and academic performance. The third study explores integrating behavior supports into reading interventions, showing improvements in attention but mixed results for reading outcomes. Collectively, these findings advocate for comprehensive approaches that address both emotional and instructional needs to improve educational outcomes for students with reading difficulties.

Sub Unit

• Division H - Research, Evaluation and Assessment in Schools / Division H - Section 1: Applied Research in Schools

Chair

• Amy Barth, William Jewell College

Papers

• Understanding the relation between reading and anxiety among upper elementary students with reading difficulties - Sarah Fishtrom, University of Hawai‘i at Mānoa

• The Impact of Mindfulness-Based Interventions in Schools on Cognitive, Socio-Emotional, Behavioral, and Academic Outcomes - Michael Solis, University of California - Riverside

• Integrating Behavior Supports in Reading Interventions: A 3-Arm Randomized Controlled Trial Study and Impact - Garrett J. Roberts, University of Denver

Discussant

• Amy Barth, William Jewell College