Eyes Up, Down, All Around: Mind Wandering and Reading in Adolescents with ADHD
Abstract
The current study explored the relationships between reading skills and self-reported mind wandering tendencies in adolescents between 13 to 17 years of age with Attention-Deficit/Hyperactivity Disorder (ADHD; n = 14) in comparison to a control group (n = 19). Each adolescent participant completed reading-based tasks, a measure of attention, and self-report measures addressing mind wandering tendencies. Results indicated statistically significant differences in mind wandering tendencies on the Mind Wandering Questionnaire (MWQ) between adolescents with ADHD compared to controls. No statistically significant analyses were yielded between the self-report mind wandering measures and the measure of attention, or between the self-report mind wandering measures and measures of reading skills between groups. These results suggest that additional research investigating the relationships between mind wandering tendencies and reading skills is necessary in order to gain a comprehensive understanding of both constructs in ADHD populations.
Description
Keywords
Educational Psychology, Education--Reading
Citation
Gray, C. M. (2016). Eyes Up, Down, All Around: Mind Wandering and Reading in Adolescents with ADHD (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca. doi:10.11575/PRISM/26136