**4. Method**

#### *4.1. The Participant and the Interventionist*

The participant in the experiment was a second-grade student (8 years old) at the time the intervention took place. The student received services under Section 504 for attention-deficit/hyperactivity disorder (ADHD) and dyslexia. According to the American Psychiatry Association, ADHD is characterized by inattention, impulsivity, and hyperactivity—symptoms that arguably have a negative e ffect on one's ability to focus on reading. Dyslexia, defined in the American Disabilities Act, is a neurobiological disorder that results in an unexpected di fficulty learning to read and write.

The student was nearly two years below grade level in reading prior to the intervention. He lacked confidence in reading but loved science. The participant was an active student and enjoyed discussion of any topic. It was important to serve this need during the experiment to maintain student focus during the intervention.

The interventionist for this experiment was a senior-level, undergraduate, pre-service teacher. The interventionist had training in the ethics of research prior to the conducted experiment. A lack of training undermines and potentially inhibits the success of both the intervention and the student's progress. The interventionist also had experience and training in components of the intervention including, but not limited to, tracking progress, collecting data, and selecting reading materials according to student needs. This provided the interventionist with background knowledge to ensure that accurate and appropriate measures were taken during the experiment. In addition, the

interventionist had previously administered Read Like Me to a second-grade student for 700 minutes prior to the study.
