Reading Interventions for Students With or At Risk of Attention-Deficit/Hyperactivity Disorder: A Systematic Review

Abstract

Empirical evidence suggests inattention and attention-deficit/hyperactivity disorder (ADHD) are related to reading fluency, reading comprehension, and academic failure. Students with ADHD are served in both general and special education settings, but limited research explores effective reading interventions for this population. The purpose of this synthesis is to investigate reading studies for participants identified with or at risk of ADHD. We address the following research question: What are the effects of reading interventions on the reading outcomes of students with or at risk of ADHD in Grades 4 to 12? In total, 16 studies met inclusion criteria. Intervention findings are presented in an attempt to document evidence-based practices. Although findings contribute to the evidence base of instructional practices that may be effective for students with ADHD, no interventions meet criteria outlined by the Council for Exceptional Children to be classified as evidence-based practices. However, studies in this review document evidence of positive intervention effects for study participants.