Scribd
Upload
11 views

Accommodationsfor Reading Assignments

This document provides tips and accommodations for reading assignments for students with ADHD. It suggests allowing students to highlight text, use graphic organizers to follow stories, and preview vocabulary words. It also recommends using computer programs that automatically progress through problems to externally motivate students to continue reading. The goal is to help students engage with texts and comprehend events, people and key ideas rather than getting bored or distracted.

Uploaded by

Ana Villamil
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
11 views

Accommodationsfor Reading Assignments

This document provides tips and accommodations for reading assignments for students with ADHD. It suggests allowing students to highlight text, use graphic organizers to follow stories, and preview vocabulary words. It also recommends using computer programs that automatically progress through problems to externally motivate students to continue reading. The goal is to help students engage with texts and comprehend events, people and key ideas rather than getting bored or distracted.

Uploaded by

Ana Villamil
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 2

TIPS FOR EDUCATORS:

Reading Assignment
Accommodations
Fact Sheet Two of Four in the Assignment
Accommodations for Students with ADHD Series

Students often struggle with reading events and identify important parts of
­assignments not because they cannot read the story.
the text, but because they have trouble with
 Word lists: Preview new vocabulary
­comprehension. Depending on their grade
­before reading a story. If students have
­level they might have difficulty recalling
­letters, words, and sequences of events. no prior knowledge of key terms in a
­Reading can also become a boring and story, they are going to have difficulty
­meaningless task for students with ADHD making sense of what they are ­reading.
when they do not ­understand what they are By previewing vocabulary words first,
reading. If there is no connection from the you give students the background
story to their current knowledge, their mind is ­information needed to understand the
more likely to wander. The ­following are some story.
accommodations for reading ­assignments:  Computer programs: Use ­computer
 Highlighters: Let the student highlight software for practicing concepts.
key words and key concepts. A­ llowing ­Software programs and games
students to highlight words and ­phrases ­automatically move a student from
while they are reading helps keep them one problem to the next. As soon as
more engaged. It also helps them identify one ­question is answered, the next one
key points and answer questions about a ­appears, giving the ­student external
reading passage. ­motviation to continue r­ eading.

 Graphic organizers: Provide s­ tudents


with graphic organizers. Having the
­student fill in a graphic organizer
while he or she reads a passage helps
National
him follow along with a story. Graphic Resource
­organizers can be used to sequence s­ tory Center
on ADHD
A Program of CHADD

help4adhd.org 1
Resources
Barkley, R. (2016). Managing ADHD in School
The Best Evidence-Based ­Methods for
Teachers. Eau Claire, WI: PESI ­Publishing
& Media.

Lougy, R., DeRuvo, S., and Rosenthal, D.


(2007). Teaching Young Children with
ADHD: ­successful strategies and ­practical
­interventions for ­PreK-3. ­Thousand Oaks,
CA: Corwin Press.

Teach ADHD. (2013). Rethinking ADHD in the


­Classroom. Retrieved from: http://www.
teachadhd.ca/abcs-of-adhd/Pages/Re-
thinking-ADHD-in-the-Classroom.aspx

U.S. Department of Education. (2008).


­Teaching ­Children with ­Attention Deficit Other Fact Sheets in this Series:
­Hyperactivity Disorder: ­Instructional
Strategies and ­Practices. U.S. Department • General Assignment Accommodations
of Education. ­Retrieved from: http:// • Accommodations for Written
www2.ed.gov/rschstat/research/pubs/ ­Assignments
adhd/adhd-teaching_pg3.html
• Accommodations for Math
Assignments
Zeigler Dendy, C. (2000). Teaching Teens with
ADD and ADHD: a quick reference guide See Also: Tips for Teachers Video Series
for teachers and parents. Bethesda, MD:
Woodbine House.

For further information, please contact


National Resource Center on ADHD:
A Program of CHADD
Find your local CHADD Chapter
4601 Presidents Drive, Suite 300
Lanham, MD 20706-4832
1-800-233-4050
www.chadd.org/nrc

This factsheet is supported by Cooperative Agreement Number NU38DD005376 from the Centers for Disease Control and Prevention (CDC). The contents are solely the
responsibility of the authors and do not necessarily represent the official views of CDC. Permission is granted to photocopy and freely distribute this factsheet for
non-commercial, educational purposes only, provided that it is reproduced in its entirety, including the CHADD and NRC names, logos and contact information.
© 2016 Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD). All Rights Reserved. 2

You might also like