Children and ADD / ADHD

Overview of Reading Assessment

My Focus Inc. Case Study

The reading assessment was given to seven clients on August 21-22. The assessment was given once using the My Focus glasses and one time without. The trials were randomized along with the other portion of the study. The results shown represent six of the seven clients. Client six’s data was damaged and not able to be used. The reading assessment portion consisted of three assessments provided by the educational resource website- Reading A-Z. The first assessment was a list of nine sentences that the clients had to read and then circle Y, if the statement was true or N if the statement was false. They had 30 seconds to read out loud and answer as many statements as they could. The second assessment was giving the clients a fluency test using a passage that was on/or very close to their reading level. The clients were asked to read as much of the passage as they could in 60 seconds. The third assessment given was comprehension analysis questions about the passage. The client was asked to read the passage silently and then was asked two text-based questions, one inferential question, and one critical response question. There were two trials for each assessment. Once with the glasses on and once with them off.

The data shows that most of the clients increased their wpm (words per minute) in the fluency assessment while wearing the glasses (see graph on spreadsheet).There were also some gains in the comprehension analysis and true/false assessment as well. I also was able to observe some differences during the study as well. For example, Client 1 was more distracted without glasses.

They stopped the assessment two times to ask about the music playing in the background, and then about a bowl of mints in the room. However, when they had the glasses on they were able to focus just on the reading assessment, their body was more still and their gaze was only on me and the assessment. The most dramatic growth was with Client 3. Client 3 had a very difficult time keeping their body physically still along with focusing on the reading. Client 3 was constantly distracted by the video in the room, the banners, etc. However, when Client 3 had the glasses on once they started reading, they were able to maintain focus for a much longer period than without the glasses. Client 4 was very attentive throughout each trial. Their body was calm-no fidgeting. Their eyes wandered the room but sat quiet through transitions. When asked the difference between reading with the glasses on or off this was their response,

“While wearing the glasses it was easier to visualize what’s happening in the story, and I see the words more clearly with them on.

In conclusion, there was an average gain of 121 wpm for the clients when wearing the glasses. Furthermore, Client 3 went from 15 wpm to 65 wpm. Which is a 433% gain in reading speed. I think the data shows that most of the clients increased their fluency scores and were able to focus more with the glasses on. However, I think more studies would have to be done to test the length of focus and if the glasses would help aid in an increase in standardized assessment scores.

-Maggie Struck
Education
University of Saint Thomas, Saint Paul MN
Bachelor of Arts, Cum Laude, May, 2000
Major: Social Justice and Peace Studies

Teach for America, Alternative Certification Program, McAllen, TX
4th – 8th Grade license in the state of Texas
Minnesota Teaching License k-6 with a communication/arts emphasis