Reading comprehension in adolescents with ADHD: exploring the poor comprehender profile and individual differences in vocabulary and executive functions.

Martinussen et al. (2015) looked at teens with ADHD who struggle to understand what they read. They tested how well the teens could read a passage and answer questions about it.

The team also measured each teen’s spoken vocabulary, word-reading skill, and teacher-rated executive functions. They wanted to see which of these skills best explained the reading gap.

The teens with ADHD scored much lower on reading comprehension than peers without ADHD. The gap was not driven by poor executive functions as rated by teachers.

Instead, a smaller spoken vocabulary and weaker word reading fully accounted for the low scores. In short, the teens knew fewer words and read them more slowly.

Miranda et al. (2013) extends this picture. They found the same teens later become young adults who write messy, thin stories. Together the two papers map a single language thread: limited vocabulary hurts both reading and later narrative writing.

Faso et al. (2016) used a similar teen-ADHD sample and also found one in five had writing problems. The pair shows literacy trouble appears on both sides of the page—reading in and writing out.

Al-Yagon et al. (2022) seems to disagree at first glance. They report that stronger executive function links to better daily life skills in ADHD teens. Rhonda’s team, however, saw no EF–reading link. The difference is domain: EF may guide behavior and attachment, but vocabulary size still rules reading success.

If you work with middle- or high-schoolers with ADHD, screen their expressive vocabulary and single-word reading first. Bolster these two skills before you target broad EF goals. Quick fixes like daily 5-minute vocabulary games or timed word-flash drills can raise comprehension scores without waiting for executive-function gains.