Reading Intervention for ESL Students With ADHD

Introduction

Young learners who suffer from attention deficit hyperactivity disorder (ADHD) frequently experience problems with reading (Clarfeld & Stoner, 2009; Kim & Kaiser, 2000). This problem becomes even more challenging when children are English as a second language (ESL) learners (Mokhtari & Sheorey, 2002). One such learner is a bright, gregarious young girl whose native language is Spanish and who suffers from ADHD. Despite these disadvantages, she has managed to nearly maintain pace with her English-speaking classmates, although she is currently falling further behind.

The purpose of this individualized reading intervention is to review the relevant scholarly and peer-reviewed literature concerning students in situations similar to hers in order to identify opportunities and strategies to improve her reading abilities. The rationale for the selected intervention is presented first, followed by a description of the envisioned program. Finally, a description of the assessments used to evaluate her progress is followed by a summary of the research and suggestions for teachers and parents.

Rationale for Intervention

In an educational setting, it is axiomatic that if students are not learning the way they are being taught, they need to be taught the way they learn — and that certainly appears to be the case here. At present, the student is not benefiting from the reading/writing workshops, although she continues to improve her vocabulary and writing skills. The teacher's attempts to help her organize her workspace were directly on point, and it is likely that the teacher was correct in her assumption that the student was using the search for reading materials as a means of avoiding actual academic work, even if unconsciously. Likewise, the student's talkativeness may reflect a desire to avoid engaging with reading instructions that are apparently too difficult for her (Hook, 2018).

Based on these constraints to learning, an alternative approach to helping her become a more proficient reader is clearly in order. Formulating an effective reading intervention for students with ADHD is especially challenging since much remains unknown about the disorder. According to Sherman and Rasmussen (2009), "Attention deficit/hyperactivity disorder (ADHD) has received much attention over the past several years, yet confusion still exists with respect to the origin of the disorder, factors that trigger or aggravate it, the trajectory of symptoms, and treatment options, particularly for young children" (p. 196).

Many ESL learners also experience difficulties learning to read in a second language (Kruger, 2000). Li and Ness (2010) emphasize that "many ESL students with limited English proficiency struggle with reading fluency and accuracy. For these students to experience school success, educators must find ways to help them master such reading skills" (p. 56). Taken together, it is little wonder that this student is experiencing difficulty maintaining pace with her native-speaking classmates. Indeed, the fact that she has achieved her current reading abilities in spite of these significant challenges underscores her natural energy, intellect, and academic potential. The reading intervention should therefore take into account both her learning challenges and her considerable strengths.

Program Description

Implementation of this intervention will begin by developing appropriate learning targets intended to accelerate the student's reading abilities and comprehension. The first step is to explain why the intervention is necessary to both the student and her parents. This explanation should stress that the intervention is not a punishment, but rather a way to help her catch up to and maintain pace with her classmates. It is vitally important that the "what's in it for her" aspects of the intervention are emphasized from the outset — most especially the fact that improving her reading abilities will help her assist family members, such as her grandmother, gain improved fluency in English, with a corresponding improvement in their quality of life. This aspect of the intervention should serve as a powerful motivator for this young learner.

The next step will be to implement a paired reading strategy with a classmate — preferably another ESL student — who is a skilled reader (Lee & Butler, 2007). According to Li and Ness (2010), "Paired reading is an instructional method that involves the pairing of a skilled reader with a less-skilled reader. The skilled reader demonstrates appropriate reading rate, inflection, and pausing for the less-skilled reader" (p. 50). Because the student is outgoing and makes friends readily, this strategy draws on an inherent social strength to support reading development.

There are additional strategies available to primary educators specifically designed for young learners with ADHD that should be incorporated into the intervention. According to Sherman and Rasmussen, "Teaching children with ADHD to read may be optimized when modifications address the unique needs of children with the disorder. There are numerous strategies for helping these children read, including paraphrasing, limiting distractions, and scanning for chapter headings and outlines" (p. 200). Limiting distractions appears to represent a particularly important step, since ESL children with ADHD have been shown to exhibit selective attention (Webb & Myrick, 2013), making them easily distracted (Teaching English to ADHD learners, 2020).

Finally, the intervention should integrate improved reading abilities with other common core curriculum components — especially those of greatest personal interest to the student — in order to reinforce progress and cumulative successes in reaching learning targets (Williams & Williams, 2008). If the student has Internet access and a computer at home, she could also benefit from additional homework geared toward ESL learners (Brown, 2009; Williams & Williams, 2008). Ongoing oversight by the classroom teacher will help ensure she remains on track with respect to her reading progress.

Conclusion

Reading ability has been shown time and again to contribute to academic achievement in virtually all other subject areas, making it critically important to ensure that all young learners develop this ability early in their school careers. The research confirms that ESL students who also suffer from ADHD are at especially elevated risk of falling behind in reading. Key suggestions emerging from the research for parents and teachers confronted with this situation include ensuring the accurate diagnosis of ADHD in the first place, and then identifying appropriate intervention strategies geared toward the unique needs of each individual student.

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