Intensifying Reading Instruction for Students With Attention-Deficit/ Hyperactivity Disorder - Practices to Support Classroom Instruction and Family–School Collaboration

Oct 15, 2026

Many students with attention-deficit/hyperactivity disorder (ADHD) also experience significant reading deficits, often more severe than reading difficulties alone. This article presents research-based practices to intensify reading instruction in ways that improve both reading and behavioral outcomes. It also highlights family–school collaboration strategies, with guidance for integrating these practices into existing classroom reading programming.

LanguageEnglish

CategoryHealthcare

FormatPDF

Pages10

Reading Time25 min

AccessFree to download

Abstract

Background and Rationale

Instructional Approaches to Enhance Reading Instruction for Students With ADHD

Self-Regulation

Peer Mediation

Family–School Collaboration

Intensifying Reading Instruction for Students With Attention-Deficit/ Hyperactivity Disorder: Practices to Support Classroom Instruction and Family–School Collaboration Beyond Behavior 2020, Vol. 29(1) 42–51 © Hammill Institute on Disabilities 2020 Article reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/1074295620902471](DOI: 10.1177/1074295620902471)[ ](DOI: 10.1177/1074295620902471)[journals.sagepub.com/home/bbx](journals.sagepub.com/home/bbx) Garrett J. Roberts, PhD, BCBA-D 1, Gloria E. Miller, PhD 1, Gavin W. Watts, PhD2, Dina K. Malala, MEd 1, Brigette E. Amidon, MEd 1, and Phil Strain, PhD 1 Abstract Many students with attention-deficit/hyperactivity disorder (ADHD) also have reading deficits. These reading deficiencies in students with ADHD are likely to be more severe than those of students with only reading difficulties. To intensify reading instruction to improve reading and behavioral outcomes for students with ADHD, this article describes researchbased practices which can be integrated into the classroom reading instruction as well as foster family–school collaboration. Keywords reading, behavior, ADHD, intervention, elementary Many elementary students struggle in reading. According to the 2017 National Center for Education Statistics, 63% of fourth grade students without a disability and 88% of students with a disability are reading below a proficient level (Farland et al. , 2017) . Of these students with a disability, students with attention-deficit/hyperactivity disorder (ADHD) are particularly vulnerable to reading difficulties. Barkley (2013) refers to ADHD as “. . . a developmental disorder of self-control”(p. 19), which in the classroom can lead to academic difficulties, off-task and disruptive behavior, and poor social skills (Barkley, 2002) . The research is clear that there is a strong connection between early behavior, regulation, and reading performance. Furthermore, difficulties in early behavior and literacy skills tend to co-occur and predict later lower reading performance (Lin et al., 2013; Spira et al., 2005). Therefore, it is not surprising that many students with ADHD also need support in reading, leading to schools often being required to consider interventions which address both reading, and behavioral engagement. Due to the complex nature of simultaneously remediating reading and behavior outcomes for students with ADHD, this article has two aims. The first aim is to describe several critical adaptations that can be incorporated directly into classroom reading instruction to support both the reading and behavioral outcomes of students with ADHD. The second aim is to provide supports for families through emphasizing enhanced collaborative communication between the home and school. In both cases, research-based practices will be reviewed with guidance for how they maybe integrated into the reading instruction already taking place in the classroom. Instructional Approaches to Enhance Reading Instruction for Students With ADHD DuPaul et al. (2012) found that academic approaches for students with ADHD led to greater increases in student academic outcomes than strictly behavioral approaches. In particular, two instructional approaches are reviewed that can advance the success of reading instruction already in place in schools: self-regulation and peer mediation. Both approaches have been found to improve academic and 1 University of Denver, CO, USA 2Texas A&M University–San Antonio, USA Corresponding Author: Garrett J. Roberts, Teaching & Learning Sciences Department, Morgridge College of Education, University of Denver, 1999 E Evans Ave, Denver, CO 80210, USA. Email: [garrett.roberts@du.edu](garrett.roberts@du.edu) behavioral outcomes, can be integrated into an existing reading program, and have been recommended as effective for students with ADHD in multiple reviews (

FAQs

Why do students with ADHD often need intensified reading instruction?

Many students with ADHD have reading deficits that can be especially severe. Reading difficulties also tend to co-occur with early behavioral and regulation challenges, which makes support for both areas important.

What are the two aims of the article?

The first aim is to describe critical adaptations that can be built directly into classroom reading instruction to support reading and behavior outcomes. The second aim is to provide family supports by emphasizing enhanced collaborative communication between home and school.

What instructional approach is discussed for supporting students with ADHD?

The article reviews instructional approaches such as self-regulation and peer mediation. It explains how self-regulation can be taught through goal setting, self-monitoring, and reflecting to improve future goals.

Oct 15, 2026

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