ADHD and Dyslexia

What teachers may see

A student may explain a science concept fluently but struggle to read its written explanation. During independent work, they might lose their place, guess unfamiliar words, or complete only the first part of an assignment. These observations can reflect different barriers; they do not identify ADHD or dyslexia.

Reading effort can also leave less capacity for remembering directions. Consider a worksheet requiring students to read a passage, locate evidence, and write a response: difficulty at any step may look like avoidance, even when the student understands the topic.

What not to assume

Do not assume every distracted reader has ADHD, every spelling error indicates dyslexia, or either difficulty reflects low ability. Language development, instructional opportunity, unfamiliar vocabulary, and other factors deserve consideration. Strong discussion skills do not rule out substantial reading needs.

An organizational checklist does not teach decoding, and reading instruction alone may not resolve difficulty starting or sequencing work. Avoid treating accommodations as rewards for effort. Public correction, surprise reading aloud, and repeated instructions to “focus” can increase pressure without addressing the underlying task demands.

Practical classroom responses

First identify the learning goal. If students are learning ecosystems, consider an accessible text or audio version alongside print so decoding difficulty does not become the only route to content. If the goal is word reading, provide explicit, systematic instruction matched to assessed needs, with help from a reading specialist where appropriate.

Make the work sequence visible: “Read this paragraph; choose one detail; explain your choice.” Model that sequence with a different paragraph before independent practice. Offer a place marker and a clearly marked stopping point. These are options to try and adjust, not guaranteed solutions.

Grade-band notes where relevant

In elementary classrooms, particularly ages six to nine, keep foundational reading practice distinct from lengthy copying. After a teacher-led sound–spelling lesson, students might build a word with letter tiles, read it, and write it while the teacher gives immediate feedback. Use a two-picture routine showing “practice” and “put away” to clarify the transition.

In middle school, preview specialized vocabulary before a history excerpt and give each paragraph a visible number for locating evidence. In high school, make lengthy readings available early in accessible formats and model breaking an essay into a thesis, evidence selection, and drafting. Discuss access options privately rather than making students explain difficulties publicly.

Recognize → Respond → Support

Recognize the task barrier without attaching a label: “The directions ask you to switch between three things.” Respond with one manageable adjustment, such as displaying the current step separately. Support the student by checking whether that adjustment makes the task clearer and coordinating consistent routines with relevant staff.

For example, when a student cannot begin a book response, ask them to explain an idea aloud, then point to the sentence starter. If reading the passage remains difficult, address that separately rather than adding more planning prompts.

When school support may be needed

Persistent difficulty with accurate word reading, fluency, spelling, or accessing assignments warrants discussion with the school’s support team and family. Follow local procedures for specialist consultation or evaluation rather than waiting for classroom adjustments to solve everything. Depending on individual eligibility, a 504 plan or IEP may be considered. Neither is automatic from a diagnosis; classroom suggestions do not replace school evaluation or medical care.

Related training

Explore The Attention Institute’s /training for professional learning and /framework for its organizing approach. Schools considering a designated approach can consult /designation. Use these resources to inform staff discussion about classroom access and consistent responses, not as substitutes for specialized reading instruction. Existing educator feedback is available at /results; it should not be read as evidence of guaranteed student outcomes.

Sources

For contextual background, see CDC information on ADHD at https://www.cdc.gov/adhd/ and Harvard’s overview of executive function at https://developingchild.harvard.edu/science/key-concepts/executive-function/. For federal Section 504 information, consult the U.S. Department of Education at https://www.ed.gov/laws-and-policy/individuals-disabilities/section-504. These resources provide background on attention, executive-function demands, and disability protections; they are not presented as studies testing the classroom suggestions in this article.