The utility of reading to read with boys with ADHD-CT administered at two different intervals post methylphenidate ingestion

This study investigated the relationship between the time of scheduling of a repeated reading intervention (Reading to Read) and measures of oral-read ing fluency with boys with Attention Deficit-Hyperactivity Disorder, Combin ed Type (ADHD-CT). Participants included 6 male students (4 fourth grade an d 2 fifth grade) who were diagnosed as having ADHD-CT, and who were treated medically with methylphenidate (Ritalin). All students mastered passages m ore quickly, and most students read passages more quickly, had fewer readin g errors, and had higher rates of correct words per minute (CWPM) during in tervention administered 45 minutes to 1 hour after ingestion of methylpheni date versus 3 to 4 hours after ingestion. Implications for academic instruc tion for students with ADHD-CT who rake Ritalin are discussed. (C) 2000 Joh n Wiley Bi Sons, Inc.