Teachers have struggled with actively engaging students with special needs in the classroom. Throughout the last several decades, students who have been diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) have been confronted with many academic challenges, especially with reading. With the significant number of students with ADHD who are struggling and unmotivated to read, teachers need to be aware of the numerous reading tools that can be used to help increase and promote lifelong readers. Introducing students with ADHD to the newest reading materials may encourage students to be motivated to read.
This study sought to determine the text preferences of a student with ADHD while also identifying the typical reading behaviors of the participant at school and home. The case study investigation described the life of a student who has been diagnosed with ADHD and his struggle with reading. Past and present teachers of the student were interviewed about the reading behaviors and complications this student with ADHD encounters during a typical school day. A parent of this child was also interviewed to provide details about the process of having a student identified with ADHD and the behaviors that occur at home.
The student read four different types of books, which included a colored picture book, black and white picture book, colored electronic book, and black and white electronic book. The student answered a 13-question survey about his thoughts on the color, format, and general perceptions of each book. He participated in an interview to express his overall thoughts of the assortment of books, including a discussion of the color and format that were most appealing.
Each survey question was coded, with 3 representing the highest level of interest. After analyzing the data from the surveys and responses from the interview, colored electronic books were the most appealing to the student with ADHD. The student also demonstrated greater interest in colored texts rather than black and white texts and electronic texts rather than printed texts. It appears that students with ADHD would be more motivated and engaged in reading if electronic texts were an option in the classroom setting.