A systematic review on the use of technology to enhance the academic achievements of children with attention deficit hyperactivity disorder in language learning.
Tech-based language lessons boost first-language skills and engagement for students with ADHD, but we need more proof for second-language work.
01Research in Context
What this study did
Lockwood Estrin et al. (2024) looked at every paper they could find on tech for language learning in kids with ADHD.
They pulled 15 studies that used tablets, computers, or apps to teach reading, writing, or speaking.
All papers had to be peer-reviewed and measure real school skills.
What they found
Tech tools helped ADHD students learn their first language better and stay on task longer.
Second-language apps also helped, but only a handful of studies tested that, so the picture is fuzzy.
Across the set, engagement went up and language scores moved in the right direction.
How this fits with other research
Urrea et al. (2024) saw mixed results when they reviewed tech vocabulary tools for kids with ASD: half the studies worked, half did not.
That sounds like a clash, but the difference is diagnosis. ASD learners often need extra visuals and social cues that ADHD kids do not, so the same app can win or flop depending on the child.
Kim et al. (2025) showed that adapted eBooks with read-aloud and highlighting lifted both comprehension and on-task time for high-schoolers with ASD.
Their single-case design lines up with Georgia’s bigger picture: when tech adds structure and feedback, neurodivergent students engage more and learn more.
Why it matters
If you serve ADHD learners in general-ed or resource rooms, start with tech that gives instant feedback and game-style rewards.
Check that the same tool has solid first-language data before you bank on it for ESL goals.
Run a quick preference check—Urrea’s mixed findings remind us one size never fits all.
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02At a glance
03Original abstract
This review investigates the use of technology for children and adolescents with Attention Deficit Hyperactivity Disorder and their academic achievements in language learning, as well as their attitudes towards technology use. The goal is to integrate this information in order to learn how technology is provided to this population regarding first and second language learning, and also how effective and appropriate its use is and how it is perceived by stakeholders in the learning process. A systematic review was conducted, and after the final screening process, 15 studies were analysed, the majority of which were about first language learning (n = 11). Most studies found that technology use has a positive impact on students' language skills and that students tend to find it more motivating and engaging. While these technologies seem to be promising tools for improving skills, further studies must be conducted, especially in the field of second language learning.
Research in developmental disabilities, 2024 · doi:10.1016/j.ridd.2023.104666