The path to ADHD

reading strategies
A rise of teaching strategies in regard to accommodating students
with Attention Deficit Hyperactivity Disorder (ADHD) has been brought
up to be an opinionated matter.

ADHD is known to be a very common, chronic condition that results in

inattention, excessive need for movement, and impulsivity. This
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typically stems from childhood.
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EDITED BY Reading is declared to be one of the most difficult topics for students
YANA MITRA with ADHD to keep afloat. Multiple scholars butt heads in their personal
research to explain the variety of methods that seem to create the most
positive effect in receiving higher focused results in their grades on
5 WRIT2 : WRITING PROJECT 2 reading comprehension.
 RESEARCHERS

PROCESS
1993: BARBARA BURCHAM
WHILST REVIEWING MULTIPLE SCHOOLS AND
THEIR PRACTICES OF EDUCATIONAL
INTERVENTIONS, IT IS DENOTED THAT

01 SCHOOLS DO NOT HAVE AN OBLIGATION TO

SERVE STUDENTS WITH ADHD. THEREFORE,
READING STRATEGIES SHOULD BE A TEAM
EFFORT WITHIN THE WHOLE CLASSROOM. IT
IS ALSO SAID THAT MEDICATIONS WOULD BE
THE BEST FORM OF ACTION.

1995: JANET WARREN

BY OBSERVING MULTIPLE STUDENT'S
PERFORMANCES IN AREAS AND TESTS
INVOLVED WITH READING, IT IS FOUND THAT
EACH SCORED DIFFERENTLY DEPENDING ON
02 THE TEST. SOME DID BEST VISUALLY, OTHERS
DID WELL AUDITORY. WARREN CONCLUDES
THE DEFICIT IS NOT THE SAME FOR
EVERYONE -- INDIVIDUAL
ACCOMMODATIONS MUST BE SET AND A
VARIETY OF METHODS SHOULD BE READY.

YANA MITRA BLOG

 RESEARCHERS

PROCESSPT. 2

1999; JEAN OSTOITS

OSTOITS EXAMINES MULTIPLE METHODS
USED BY OTHER PROFESSIONALS IN ORDER
TO EXPLAIN THAT STUDENTS WITH ADHD

03
NEED “ CONSTANTLY CHANGING STRATEGIES ”
TO KEEP THEM INVOLVED. FOR EXAMPLE:
SOMETIMES THEY NEED TO READ IN SILENCE;
OTHER TIMES WITHIN A GROUP. HER ARTICLE
PLEADS THE NEED FOR ACCOMMODATIONS
TOWARDS AN INDIVIDUAL INSTEAD OF AN
ENTIRE CLASS.

2005: SEFA BULUT

IN JUDGMENT OF SEEING A VARIETY OF
TEACHERS’ APPROACHES TO EDUCATION,
BULUT VIEWS MANY TO BE FAST-PACED AND

04 NOT SPECIFIC WHEN INSTRUCTING. THIS

COUNTERACTS GREATLY WITH STUDENTS
CONTAINING ADHD . METHODS SUCH AS
“RULES WHEN DOING ASSIGNED READINGS”
MUST BE IMPLEMENTED. THIS EXAMINATION
LEADS TO THE CONCLUSION OF CHANGING
TEACHING ETHICS AS A WHOLE.

YANA MITRA BLOG

 Lets Conclude
In hopes of finding a solution relevant to helping reading
comprehension and focus in students with ADHD, we are left
with multiple viewpoints. On one side, we learn that tackling
better reading skills is best done with a team effort. On the
other hand, it is a better option to provide care specifically
catered to one student.

How do these articles relate? One main point to make from

these reviewed articles is that “schools do not have an
obligation to serve students with ADHD.” Therefore,
instructors will always choose to teach differently. The final
agreement made between all scholars is to provide a variety
of reading strategies. Due to the main concern towards the
“occurrence of boredom,” students with ADHD are
hyperactive, meaning that individualistic assistance may be
the most pertainable. This could be letting them read aloud,
take notes whilst reading, or read with a friend on different
days.

However, how is this relevant?

Place yourself in these student's shoes. Or, place yourself in

my shoes. This feeling of concentration whilst reading is
something I feel relatable to. The lack of accommodations can
make one feel inequitable with their peers. Although receiving
the same level of education, why do I feel that I struggle more
than others?

As reading is complex, I begin to understand through

reviewing these articles that there is never one solution to this
issue. Adding onto this conversation, there are strategies
unmentioned that I use myself, such as taking 10-minute
breaks every 30 minutes. As I continue to learn other variety
of ways that can assist in the comprehension of texts, I’ll
remember to apply these different learned strategies instead
of bringing myself down. (Especially as a college student.)

WRIT2: YANA MITRA

 Sources

Bulut, Sefa., et. al. “Classroom Interventions for Children with

Attention Deficit Hyperactivity Disorder.” Studia Psychologica,
vol 47, no. 1, 2005, pp. 51-59.
https://www.studiapsychologica.com/uploads/BULUT_01_vol.4
7_2005_pp.51-59.PDF

Burcham, Barbara., Carlson, Lawrence., & Milich, Richard., et.

al. “Promising School-Based Practices for Students with
Attention Deficit Disorder.” Exceptional Children, vol 60, no.
2, 1993, pp. 174-180.
https://journals.sagepub.com/doi/epdf/10.1177/00144029930
6000211

Ostoits, Janet., et. al. “Reading Strategies for Students with

ADD and ADHD in the Inclusive Classroom.” Preventing School
Failure, vol 43, no. 3, 1999, pp. 129-132.
https://www.tandfonline.com/doi/abs/10.1080/104598899096
03314

Warren, Janet., & Flynt, Samuel., et. al. “‘Children with

Attention Deficit Disorder’ Diagnosis and Prescription of
Reading Skill Deficits.” Reading Strategies, vol. 32, no. 2,
1995, p. 105-109
https://www.proquest.com/docview/1994303053?pq-
origsite=gscholar&fromopenview=true

WRIT2: YANA MITRA