Paul van den Broek

The purpose of this project is to test the efficacy of the Narrative Structure (NS) intervention, which is a supplemental after school intervention for third grade students at-risk for Attention Deficit Hyperactivity Disorder (ADHD) developed with prior IES funding (A Narrative Comprehension Intervention for Elementary School Children At-Risk for Attention-Deficit Hyperactivity Disorder). According to the National Center for Education Statistics, a substantial proportion of U.S. children str...

Children with attention-deficit hyperactivity disorder (ADHD) often have cognitive processing deficits which may partially contribute to their well-documented academic difficulties. Additionally, traditional treatments for ADHD have not been shown to have a sustained positive impact on children's academic outcomes. One specific deficit that has been shown to be common among children with ADHD relates to difficulties with narrative/story comprehension. There are four specific areas of impaire...

The University of Minnesota's Interdisciplinary Training in Education Research (MITER) program aimed to develop education researchers able to apply experimental methodology and cognitive sciences to practical educational issues.

In this study, the researchers proposed to develop and pilot test a set of interventions to improve students' reading comprehension. These interventions were to be based on rigorous theoretical and empirical work that had direct relevance for educational practice and that would improve the underlying reading comprehension processes of struggling readers. The researchers contended that prior research  was limited because it did not focus on both online processes and offline products of strug...