The role of sustained attention and display medium in reading comprehension among adolescents with ADHD and without it.
Text-format perks help only after a teen with ADHD can hold attention, so measure attention before you re-format worksheets.
01Research in Context
What this study did
Stern et al. (2013) compared teens with ADHD to neurotypical teens while they read short passages. Some pages were single-spaced, some double-spaced, some on paper, some on a screen. After each passage each teen answered questions to check understanding.
The team also gave every teen a quick game-like test of sustained attention. They wanted to see if attention level changed how text format helped or hurt reading scores.
What they found
Teens with ADHD scored lower on the attention game and on the reading quiz. Double-spacing and screen text helped comprehension only for teens who already showed good sustained attention. For teens with weak attention the format changes made no difference.
In plain words: pretty text cannot fix poor focus. You need enough attention first, then layout tweaks can give a small boost.
How this fits with other research
Rodriguez-Goncalves et al. (2021) later tested an assistive screen tool for high-schoolers with dyslexia. They saw clear comprehension gains, but their students had age-typical attention. Their finding extends Pnina’s: once attention is solid, screen aids help.
Spriggs et al. (2015) reviewed reading interventions for teens with emotional and behavioral disorders, many with ADHD. They found medium-size academic gains when teachers added direct reading lessons. Those gains fit Pnina’s story: teach reading skills and attention skills together, not pick one.
Rastikerdar et al. (2023) tracked executive functions in younger children with ADHD. Only risky decision-making showed a clear developmental lag, not sustained attention. The papers seem to clash, but Najmeh used different tasks and younger kids. Attention tools may work differently across ages.
Why it matters
Before you enlarge text, add double-spacing, or switch to an iPad, run a quick sustained-attention probe. If the score is low, teach attention first—use brief passages, active responding, or token systems. Once attention rises, retry the layout boost. Pair this check with the lessons Spriggs et al. (2015) support: phonics, main idea, and vocabulary. Two targets, one plan.
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02At a glance
03Original abstract
Difficulties in reading comprehension are common in children and adolescents with Attention Deficit/Hyperactivity Disorder (ADHD). The current study aimed at investigating the relation between sustained attention and reading comprehension among adolescents with and without ADHD. Another goal was to examine the impact of two manipulations of the text on the efficiency of reading comprehension: Spacing (standard- vs. double-spacing) and Type of presentation (computer screen vs. hard copy). Reading comprehension of two groups of adolescents (participants with ADHD and normal controls) was assessed and compared in four different conditions (standard printed, spaced printed, standard on computer screen, spaced on computer screen). In addition, participants completed a visual sustained attention task. Significant differences in reading comprehension and in sustained attention were obtained between the two groups. Also, a significant correlation was obtained between sustained attention and reading comprehension. Moreover, a significant interaction was revealed between presentation-type, spacing and level of sustained attention on reading comprehension. Implications for reading intervention and the importance of early assessment of attention functioning are discussed.
Research in developmental disabilities, 2013 · doi:10.1016/j.ridd.2012.08.021