Improving Reading Comprehension for Students with ADHD

Students with Attention Deficits Hyperactive Disorder (ADHD) have difficulties in reading comprehension. This paper reviews literature on how deficits in three types of attention (coming to attention, selective attention, and sustain attention) affect reading comprehension. In addition, the paper reviews three strategies for reading comprehension that follow Self-Regulation Strategy Development (SRSD) model (RQ, TWA, and TWA-WS). The strategies are designed for students with ADHD. The paper argues that TWA is more effective than RQ because it helps students with ADHD use the three types of attention more effectively while reading. Finally, the paper calls for more research that examine the effect of TWA strategy using SRSD model in the Arab world. This is because students who speak Arabic as a first language are different from students who speak English as a first language in terms of the structure of the two languages (i.e. there are two versions of Arabic: Dialect and Standard)

Early years education in Qatar: The good practice guide in theory and practice

Qatar’s massive education reform, Education for a New Era has dramatically shaped the educational landscape by implementing professional and curriculum standards and introducing best pedagogical practices at all levels. The current concern with Qatar’s educational reform is not so much the adopted policies but rather the implementation of these policies into classroom practices. This study examines several kindergartens in Qatar to explore the issues and concerns regarding the implementation of the Supreme Education Counsel’s The Early Years Education Good Practice Guide (GPG); a policy document providing evidence-based, needs based, culturally responsive appropriate early childhood teaching methods and materials. This research study includes focus groups with 22 kindergarten teachers/academic coordinators and classroom observations. By providing what Fullan (2000) terms an “inside, inside out and outside story”, we examine both the practices being utilized in kindergartens and obstacles that prevent teachers from implementing the GPG from the perspective of teachers and other early childhood school personnel. Finally, we provide possible recommendations regarding the implementation of the GPG