Understanding and Supporting Students with ADHD and Dyslexia

Dyslexia may not come to mind when your student has been diagnosed with ADHD. You may think that your student’s challenges with reading have more to do with their distractibility than dyslexia. It’s important to understand both of these learning differences as it’s likely that you’ll have students in your classroom who have both diagnoses. ADHD symptoms can often mask the presence of dyslexia or look similar to dyslexia symptoms (Boada, et al., 2012), making it difficult to obtain a correct diagnosis. 

ADHD and dyslexia are both neurodevelopmental disorders involving differences in brain functioning. These conditions often co-occur, presenting unique challenges and opportunities for educators. It’s estimated that 25 to 40% of children with ADHD or a reading disorder also meet the criteria for the other category. This overlap can make it difficult for educators to recognize dyslexia in children with ADHD. Early detection and treatment are crucial for improving mental health and educational outcomes for these children.

In this blog post, we will explore what dyslexia and ADHD are, how they impact learners in the classroom, and what role we can play as educators in supporting their learning experience.

Dyslexia is a reading disorder that makes it difficult to decode speech sounds from letters and words. Contrary to popular belief, it’s not always about reversing or transposing letters. Each person with dyslexia experiences it differently, and many have strong verbal skills.

A student with dyslexia might struggle with identifying letters, breaking words into syllables, grammar, sentence structure, spelling, memorizing by rote, and recalling names. Misreading both small sight words and longer words is common. Dyslexia has nothing to do with vision problems and everything to do with brain processing differences. Phonological processing, automaticity, executive functions, and other key areas of the brain involved in reading are impacted in a student with dyslexia. 

Children with ADHD, on the other hand, may have difficulties with attention/concentration, hyperactivity (internal or external), impulse control, and emotion regulation. A student who has difficulty with reading and has ADHD is likely struggling with concentration and impulsivity rather than misidentifying letters or words, but it’s important to learn about the similarities between the two diagnoses so students who do have both conditions can be diagnosed and get help early on.

Both ADHD and dyslexia have strong genetic factors and you will often see more than one person with the diagnosis in families. Each individual’s experience is unique, but there are significant patterns. Children with either condition often have slower processing speeds and unique processing styles, leading to difficulties with working memory, naming speed, and motor skills. 

Reading can be fatiguing for students with both conditions, though for different reasons. A dyslexic student might struggle due to misreading characters and words, while a student with ADHD might miss punctuation cues or lose their place due to inattention. Writing challenges for both groups include organization, proofreading, and handwriting (Shaywitz, 2003).

You can see how there is some overlap in symptoms between these conditions. Often, the symptoms of one diagnosis can exacerbate the symptoms of the other! Students with both conditions may struggle with reading accuracy and concentrating on unrewarding tasks, leading to frustration and homework refusal. They often receive negative feedback and may underachieve despite their intelligence and motivation.

We can be fooled by these similarities and may accidentally overlook dyslexia in children with ADHD. We may interpret their frustration with reading as ADHD traits like low frustration tolerance and emotional dysregulation. This can lead to emotionally charged interactions and misunderstandings, which can start a cycle of frustration for both educators and students.

As educators, we strive to create an environment where every student can succeed and where we feel our teaching is effective. When it comes to reading challenges, early identification and intervention are critical (Shaywitz, 2003). If you suspect a student of yours might have ADHD and dyslexia, it is absolutely essential to refer them for formal testing. Let’s take a look some reasons for why this is important.

1. Early Detection Improves Long-Term Outcomes: Early detection of dyslexia and ADHD can significantly and positively impact a student's academic experience. The earlier learning differences are identified, the sooner interventions specifically designed for that student can be implemented. These interventions can help our students develop essential academic skills and prevent the widening of achievement gaps between them and their neurotypical peers (Barkley, 2006; Shaywitz, 2003).
2. Tailored Instruction and Support: Understanding that a student has ADHD and dyslexia allows educators to tailor instruction to meet their specific needs. This might include specialized reading programs, accommodations such as extended time on tests, or the use of assistive technology. Such personalized support can make a substantial difference in a student’s learning experience and confidence. Explicit instruction in executive function strategies, such as the tools taught in BrainTrack’s programs, can strengthen students’ skills in all areas, not just reading. This is especially helpful for students who have a diagnosis of both ADHD and dyslexia, but all students in your classroom, regardless of any diagnosis, will benefit from executive function skill development.
3. Reducing Frustration and Building Self-Esteem: Students with undiagnosed ADHD and dyslexia often face repeated frustration and failure, which can severely impact their self-esteem and motivation. By identifying learning differences early, educators can provide the support and encouragement these students need, helping them build resilience and a positive self-image. Teaching executive function skills and reading strategies to the entire class can also help by not singling out only those students who need the extra support.
4. Providing a Clear Path for Support Services: A formal diagnosis of ADHD and dyslexia may be intimidating or even scary for kids or parents. Still, it opens the door to various support services, including IEPs or 504 Plans. A diagnosis also provides clarity, education, and direction for parents as they search for resources and support.

Now that we have covered the reasons for early detection of ADHD and dyslexia, let’s look at some practical strategies to make the process easier for everyone, especially us teachers! It can be overwhelming managing an entire classroom of diverse personalities and learning styles and challenges, but there are some practical steps you can take to make it easier and to get support for your students more effectively and quickly.

• Observe and Document: Keep detailed records of the student’s reading or learning challenges. Notice patterns and keep record of why or when they occur.
  
  
• Communicate with Parents: Share your observations with your student’s parents or guardians and discuss the benefits of formal testing. Remember that this can be a scary and unfamiliar time for parents.
  
  
• Collaborate with Specialists: Work with school psychologists, reading specialists, and other professionals to initiate the testing process.
  
  
• Advocate for the Student: Ensure that the student receives the appropriate follow-up supports based on the testing outcomes.
  
  
• Teach Executive Function Skills to the Entire Class: Building executive functioning strategies into your daily classroom routine benefits all students and educators. BrainTrack’s programs can support you in this endeavor, teaching you specific tools and strategies that will help everyone, especially those who are possibly struggling with ADHD and dyslexia.

By taking these steps, you play a crucial role in supporting students with ADHD and dyslexia, helping them to overcome their challenges and reach their full potential.

Understanding and supporting students with ADHD and dyslexia is a vital aspect of our role as educators. These brain-based disorders offer opportunities to enhance our teaching practices and make a profound difference in our students' lives. By educating ourselves to better recognize the overlap and distinct characteristics of ADHD and dyslexia, we can help identify more students who may be struggling with these conditions.

With early detection, appropriate accommodations, and executive function skill development, students with ADHD and dyslexia can achieve academic success and feel confident in themselves as learners. Our responsibility extends to observing and documenting learning challenges, communicating effectively with parents, collaborating with specialists, and advocating for our students' needs. Additionally, teaching executive function skills to the entire class can empower all students to develop essential life skills that will benefit them beyond the classroom.

Educators have a unique and powerful role in this success because of their proximity to these students. By embracing these practices, we ensure that every student, regardless of their learning differences, has the opportunity to thrive. Together, we can create a learning environment that celebrates diversity, promotes resilience, and supports the unique potential of each student.

Barkley, R. A. (2006). Attention-Deficit Hyperactivity Disorder: A Handbook for Diagnosis and Treatment.

Boada, R., Willcutt, E. G., & Pennington, B. F. (2012). "Understanding the comorbidity between dyslexia and attention-deficit/hyperactivity disorder." Topics in Language Disorders, 32(3), 264-284.

Shaywitz, S. (2003). Overcoming Dyslexia: A New and Complete Science-Based Program for Reading Problems at Any Level. New York: Alfred A. Knopf.