Structured Literacy for Learners with ADHD: Evidence, Impact, and Inclusive Practice

A 2024 article from ADDitude Magazine, “Unlocking Achievement in Students with Dyslexia and ADHD” by Dr Mark Bertin, provides an accessible summary of how structured literacy approaches benefit students with ADHD in addition to those with dyslexia (Bertin, 2024).

Article Summary

Bertin (2024) explains that learning to read is uniquely challenging for many children with dyslexia and for those with ADHD. Structured literacy—characterised by explicit, systematic, and multisensory instruction—has a research-backed track record in supporting struggling readers. This approach, often delivered in small, skill-levelled groups, focuses on direct teaching of phonics, spelling, and handwriting using sequenced, cumulative strategies such as Orton-Gillingham methods.

For students with ADHD, academic achievement is affected by both learning disorders and core ADHD symptoms—especially inattention and executive functioning challenges. These students may decode adequately but struggle with accuracy, attention, retention, and comprehension. They can skip lines, read impulsively, and miss words or details. Structured literacy, paired with classroom accommodations such as untimed assessments, permission to annotate texts, and direct instruction in reading comprehension strategies, can markedly improve outcomes for these students (Bertin, 2024).

Recommendations for supporting ADHD learners include providing distraction-free environments, tools for maintaining place on a page, and individualised education plans that address both executive functioning and literacy needs.

Implications for Neurodiverse Students with ADHD

For neurodiverse learners—especially those with ADHD—structured literacy’s stepwise and multisensory methods support not only core reading skills but also working memory, sequencing, and focus. The article highlights the necessity for this approach to be paired with flexible, responsive classroom management and executive functioning supports. Structured literacy enables these learners to build foundational reading skills systematically, while appropriate accommodations (e.g., extra time, alternative ways to demonstrate understanding, regular breaks) ensure their strengths are recognised and challenges are addressed. This dual strategy can be especially impactful when trauma is also present, as predictable routines and clear expectations foster a sense of safety and competence in the learning environment.

Reflection as a Literacy Steps Specialist Teacher

As a specialist literacy tutor and owner of Literacy Steps, Bertin’s recommendations validate the customised, explicit instruction at the heart of my practice. Many ADHD learners I support benefit not just from structured phonics and spelling, but from frequent check-ins, individualised pacing, and routines that encourage self-monitoring and resilience. The research reinforces my commitment to ongoing assessment, individualised planning, and family partnership—ensuring every student receives an approach that is as supportive as it is rigorous. Bringing together structured literacy with executive functioning strategies creates an environment where even the most distractible learner can thrive, and where trauma-affected students regain confidence and a sense of agency in their reading journey.

Unlock achievement

Reference List

Bertin, M. (2024, November 5). Unlocking achievement in students with dyslexia and ADHD. ADDitude Magazine. https://www.additudemag.com/structured-literacy-dyslexia-adhd/