Self-regulated reading strategies for students with ADHD in English language proficiency exams

doi:10.22167/2675-6528-202602607

Article

September 29, 2026

Self-regulated reading strategies for students with ADHD in English language proficiency exams

Self-Regulated Reading Strategies for Students with ADHD in English Proficiency Exams

Alessandra Batista da Conceição Franco; Lea da Silva Veras

DOI: 10.22167/2675-6528-202602607

Article derived from a Course Conclusion Work (TCC), with content based on the student’s original work and adapted to the editorial format of the E&S Magazine with the support of the ResumeAI tool, an artificial intelligence solution developed by Instituto Pecege for textual synthesis and organization.

Summary

Proficiency in the English language is a fundamental requirement for academic and professional integration. However, students with Attention Deficit Hyperactivity Disorder (ADHD) face challenges in reading tasks for proficiency exams, related to sustained attention, working memory, and self-regulation. The contribution of neuroscience-based pedagogical strategies, focusing on the Self-Regulated Strategy Development (SRSD) model, to the development of English reading skills in students with ADHD was investigated. The study also aimed to develop a didactic sequence to equip teachers in working with this audience, considering the use of extended time in assessments. The methodology adopted was applied in nature, with a qualitative and exploratory-descriptive approach, based on a literature review, the construction of a pedagogical scenario from teaching practice, and the elaboration of a pedagogical proposal. As a result, reading strategies were systematized that favored cognitive organization, comprehension monitoring, and efficient time use in evaluative contexts. Theoretical analysis suggested that explicit teaching of self-regulated strategies can enhance the effects of adaptations such as extended time, contributing to more inclusive and effective practices in English language teaching, as well as promoting student autonomy.

Keywords: Learning Strategies; Inclusion; English Language Reading; SRSD; ADHD.

1. Introduction

Proficiency in the English language has been consolidated as a fundamental requirement for academic and professional insertion in a globalized scenario. The growing internationalization of education, the expansion of student mobility, and the appreciation of internationally recognized certifications drive the demand for linguistic proficiency. In this context, exams such as TOEFL, IELTS, and those from Cambridge Assessment are crucial instruments for access to universities, exchange programs, and career opportunities.

However, performance in these exams goes beyond linguistic knowledge, requiring the articulated mobilization of complex cognitive processes. Reading tasks, in particular, demand sustained attention, working memory, comprehension monitoring, and effective time management (Grabe; Stoller, 2011). For students with Attention Deficit Hyperactivity Disorder (ADHD), these demands represent additional barriers.

Attention Deficit Hyperactivity Disorder (ADHD) is characterized by a persistent pattern of inattention and/or hyperactivity-impulsivity that interferes with the individual’s functioning or development (American Psychiatric Association, 2022). Studies indicate that ADHD is associated with impairments in executive functions, such as sustained attention, working memory, and inhibitory control (Barkley, 2015; Diamond, 2013). These factors make activities that require continuous concentration and information organization, such as reading in a foreign language, particularly challenging.

In the school context, especially in high school classes preparing for proficiency exams, students with ADHD frequently face difficulties. Even with compatible linguistic knowledge, they may have trouble maintaining linear reading, selecting relevant information, sustaining attention in extensive texts, and managing available time. These difficulties compromise both global comprehension and performance in questions requiring inference and detailed analysis.

Given this scenario, inclusive adaptations, such as the granting of extended time in assessments, are frequently adopted. However, the literature indicates that increasing available time, in isolation, does not guarantee significant performance improvement (Lovett, 2010, 2013; Swanson; Hoskyn, 2001). This is because this adaptation does not directly address the specific difficulties related to reading planning, comprehension monitoring, and task execution organization, limiting its effectiveness as an equity strategy.

It is therefore essential to investigate pedagogical approaches that, in addition to evaluative adaptations, promote the development of cognitive and metacognitive strategies that favor student autonomy in reading tasks. In this sense, the Self-Regulated Strategy Development (SRSD) model stands out for proposing the explicit teaching of planning, monitoring, and revision strategies, integrating cognitive and self-regulatory aspects into the learning process (Harris; Graham, 2016). The relevance of pedagogical proposals that articulate theory and practice for teaching English to students with ADHD in Brazil is reinforced by recent research (Silva, 2023; Freitas, 2017).

Given this context, the present work aimed to investigate the contribution of neuroscience-based pedagogical strategies, focusing on the Self-Regulated Strategy Development (SRSD) model, to the development of English reading skills in students with Attention Deficit Hyperactivity Disorder (ADHD) in contexts of preparation for proficiency exams. Additionally, it sought to develop a didactic sequence aimed at equipping teachers to work with this audience, considering the pedagogical use of extended time in evaluative situations.

2. Material and Methods

This research was characterized as a study of an applied nature, with a qualitative approach and an exploratory-descriptive character. The methodology adopted was based on a literature review, the construction of a pedagogical scenario developed from teaching practice, and the subsequent elaboration of a pedagogical proposal. The central objective was to investigate the contribution of neuroscience-based pedagogical strategies, focusing on the Self-Regulated Strategy Development (SRSD) model, to the development of English reading skills by students with Attention Deficit Hyperactivity Disorder (ADHD) in contexts of preparation for proficiency exams, and to develop a didactic sequence to equip teachers.

The study was developed in four main stages. The first stage consisted of the construction of a pedagogical scenario, elaborated from the researcher’s teaching practice. This scenario acted as a triggering and guiding element for the pedagogical proposal, being based on recurring situations observed in the teaching of English in High School.

The structure of the pedagogical scenario contemplated the context of preparation for proficiency exams, the profile of students with ADHD, the cognitive demands of reading tasks, and the difficulties observed in evaluative situations with limited time. This scenario served as the basis for the elaboration of the didactic sequence, guiding the definition of pedagogical strategies and proposed interventions.

The second stage involved a literature review, in which national and international scientific productions were surveyed and analyzed. The search was conducted in academic databases, such as Google Scholar, SciELO, and ERIC, using descriptors in Portuguese and English, such as “ADHD”, “executive functions”, “foreign language reading”, “self-regulation”, and “SRSD”.

As an inclusion criterion for the literature review, priority was given to studies published in the last ten years, in addition to classic works in the field. Works that addressed the relationship between ADHD, reading, and learning strategies in English, focusing on the educational context, were selected in order to theoretically ground the proposal.

The literature review allowed for the systematization of the main theoretical axes that underpinned the study. It was verified that ADHD is associated with impairments in executive functions, such as sustained attention, working memory, and self-regulation (Barkley, 2015; Diamond, 2013), impacting complex cognitive tasks such as reading in a foreign language.

Additionally, the literature has pointed to foreign language reading as an activity of high cognitive demand, involving inference, comprehension monitoring, and information integration (Grabe; Stoller, 2011). The Self-Regulated Strategy Development (SRSD) model was identified as a relevant approach, proposing explicit instruction in planning, monitoring, and revision strategies (Harris; Graham, 2016).

It was also found that the isolated use of extended time in assessments has limited effectiveness, requiring it to be articulated with the development of cognitive and metacognitive strategies (Swanson; Hoskyn, 2001). This information was crucial for the conception of the pedagogical proposal.

The third stage consisted of the elaboration of the pedagogical proposal, which materialized in a didactic sequence for reading in English. This sequence was based on the evidence identified in the literature and the needs described in the constructed pedagogical scenario.

The didactic sequence was structured in four main stages: reading planning, guided reading, comprehension monitoring, and review and reflection. Each stage included specific objectives, self-regulated strategies, and monitoring instruments, such as reading guides, self-assessment practices, and time control.

The reading planning stage involved defining objectives, analyzing the task, and organizing available time. In guided reading, strategies such as keyword identification, text segmentation, and guided note-taking were applied. Comprehension monitoring referred to the continuous verification of understanding throughout the reading.

Finally, the review and reflection stage comprised the analysis of the responses and reflection on the reading process developed. The pedagogical proposal included self-regulated strategies focused on planning, monitoring, and reviewing reading, as well as guidance for the pedagogical use of extended time in evaluative situations.

The fourth and final stage was the theoretical-reflective analysis and the formulation of pedagogical recommendations. An analysis of the elaborated proposal was carried out, discussing its possible contributions and limitations in the educational context. Based on this analysis, pedagogical recommendations were formulated aimed at equipping teachers for working with neurodivergent students in English language assessment contexts.

It is important to note that there was no direct application of the pedagogical proposal nor data collection with students. The focus of the work consisted of the construction and analysis of the didactic sequence. Thus, the research did not involve direct participation of human beings, not requiring submission to the Ethics Committee, remaining in the field of an investigation applied to the context of teaching the English language.

3. Results and Discussion

The results and discussion of this study were organized around three main axes, which encompassed the analysis of a pedagogical scenario built from teaching practice, the synthesis of the literature review, and the elaboration of a didactic sequence. The theoretical-reflective nature of the research allowed for the articulation of theoretical references with the construction of an innovative pedagogical proposal, intended for teaching reading in English to students with Attention Deficit Hyperactivity Disorder (ADHD). The subsequent analysis integrates the description of the developed elements with an in-depth discussion, in light of the literature, aiming to highlight the contributions, limitations, and practical implications of the pedagogical proposal.

Study of a Pedagogical Scenario Developed from Teaching Practice

The construction of a pedagogical scenario, formatted as a case study, served as a central triggering and guiding element for the developed pedagogical proposal. This approach allowed for establishing a bridge between the literature review and the complexities of teaching practice, as advocated by Yin (2015). The scenario was conceived from recurring situations observed in the researcher’s practice in teaching English as a foreign language to High School students, contextualizing preparation for proficiency exams and the profile of students with ADHD.

The pedagogical scenario described a class of approximately twenty high school sophomores, aged between sixteen and seventeen years old and with a B1 level of English proficiency. Four of these students had an ADHD diagnosis, exhibiting varied profiles of attention, organization, and autonomy. This heterogeneous classroom context, where diverse learning needs coexist, highlighted the importance of flexible and inclusive pedagogical approaches to cater to all students.

English language classes, each lasting fifty minutes, were held twice a week, focusing on the development of linguistic skills, with an emphasis on reading and interpreting texts aligned with proficiency exams. Students were frequently subjected to timed activities that required reading multiple texts and answering questions on global comprehension, identification of specific information, and inference. This pedagogical routine highlighted the high cognitive demand of foreign language reading tasks, as pointed out by Grabe and Stoller (2011).

The scenario analysis revealed that students with ADHD, despite possessing adequate linguistic knowledge, faced significant challenges in maintaining attention, organizing reading, and time management. These difficulties manifested in behaviors such as loss of focus, the need for constant rereading, and the inability to complete activities within the stipulated time. Such observations corroborate the literature that associates ADHD with impairments in executive functions, such as sustained attention, working memory, and self-regulation, which directly impact performance in complex cognitive tasks (Barkley, 2015; Diamond, 2013).

It was also verified that the concession of extended time in assessments, although a relevant inclusive measure, was not sufficient to guarantee a significant improvement in the performance of these students when used in isolation. This finding aligns with studies indicating the limitations of this adaptation when not associated with the development of cognitive and metacognitive strategies (Lovett, 2010, 2013; Swanson; Hoskyn, 2001). The lack of internal strategies to manage time and attention prevents the benefit of additional time from being fully leveraged by students with ADHD.

Literature Review Synthesis

The literature review carried out allowed the identification of three central theoretical axes that underpin the understanding of the research problem and the elaboration of the pedagogical proposal. The first axis addressed Attention Deficit Hyperactivity Disorder (ADHD) and its implications for executive functions, highlighting how difficulties in sustained attention, working memory, and inhibitory control affect performance in prolonged cognitive tasks, such as reading in a foreign language (Barkley, 2015; Diamond, 2013).

The second axis focused on reading in a foreign language as a complex cognitive process, which requires the mobilization of multiple processes such as decoding, inference, comprehension monitoring, and information integration (Grabe; Stoller, 2011). In evaluative contexts, cognitive demand is intensified by limited time, requiring not only linguistic knowledge but also the application of effective reading and time management strategies.

The third axis explored the role of self-regulated strategies in the learning process, with emphasis on the Self-Regulated Strategy Development (SRSD) model. This model proposes explicit instruction in planning, monitoring, and revision strategies, which are crucial for the development of student autonomy and for improving performance in complex tasks, especially those that demand attentional control and organization of the reading process (Harris; Graham, 2016).

The literature also emphasized that adaptations such as extended time, although important for inclusion, have limited effectiveness when not articulated with the development of cognitive and metacognitive strategies (Swanson; Hoskyn, 2001). This gap highlights the need for pedagogical proposals that integrate the use of extended time with the teaching of self-regulated strategies, enhancing the impact on the performance of students with ADHD. Recent Brazilian research (Silva, 2023; Freitas, 2017) reinforces the urgency of adapting pedagogical practices for this audience, promoting their effective inclusion.

Didactic Sequence Structure

Based on the analysis of the pedagogical scenario and the synthesis of the literature review, a didactic sequence for teaching reading in English was developed, based on the principles of the Self-Regulated Strategy Development (SRSD) model. This pedagogical proposal aims to equip teachers for working with students with ADHD, integrating the pedagogical use of extended time in evaluative situations.

The didactic sequence was structured in four main stages, each with specific objectives and self-regulated strategies. The first stage, called reading planning, aims to prepare the student for the task. It involves clearly defining the reading objectives, analyzing the type of exercise (multiple choice, fill-in-the-blanks, finding specific information), and organizing the available time, including distributing time per question. A planning roadmap is used to guide the student before starting the reading, encouraging reflection on what needs to be done and how time will be managed.

The second stage, guided reading, focuses on the application of effective reading strategies. The teacher guides the identification of keywords and cognates, in addition to teaching and modeling the techniques of

cursory reading

(quick reading for general idea) and

examination

(search for specific information). The objective is for the student to understand in which situations each strategy is most efficient and justify their choices, preventing them from being seen merely as test techniques. A text with guided marking serves as an instrument for this stage, facilitating the practical application of the strategies.

The third stage, comprehension monitoring, aims to teach the student to “think about reading” continuously. During reading, the student is encouraged to ask themselves questions, such as “Did I understand this?” or “Do I need to reread?”. A self-assessment checklist is used for the student to reflect on their understanding, identify doubts, and decide if they need to review any part of the text. The teacher should encourage interrupting reading for this monitoring, transforming questions into instruments of reflection and not just a checklist.

The fourth and final stage, review and time management, aims to improve performance in test situations. It includes conducting a timed mock exam, where students apply strategies such as skipping difficult questions and returning to them later, and reviewing answers. At the end, a reflection on “what worked” is promoted, allowing the student to evaluate which strategies were effective and which need to be improved. A time control and written reflection tool aids in this analysis, not only verifying performance but also understanding the time usage process.

This didactic sequence proposal also promotes reflection on the teacher’s role, which transcends the mere mediation of linguistic content to assume an active function in the development of cognitive and metacognitive strategies. The educator becomes a facilitator of the student’s autonomy in organizing reading and managing time, shifting pedagogical practice from an exclusively evaluative approach to a formative perspective, where the learning process is explicitly taught, monitored, and accompanied (Harris; Graham, 2016).

The analysis carried out reinforces the understanding that the development of self-regulated strategies directly acts on the cognitive processes involved in reading, offering a more profound impact than adaptations that focus only on the external conditions for task completion, such as extended time. The articulation between self-regulated strategies and the pedagogical use of extended time can, therefore, contribute to the construction of more inclusive and effective practices in teaching English as a foreign language, promoting not only access to assessment activities but also the development of skills that favor student autonomy in the learning process.

Although the proposal was not empirically applied, which constitutes a limitation of the study, its development represents a significant contribution to teaching practice. The didactic sequence, organized in the format of an application manual, offers a theoretical-practical framework for English language teachers working with students with ADHD, allowing for adaptations to different educational contexts and learning profiles. The systematization of reading strategies that favor cognitive organization, comprehension monitoring, and efficient time use in evaluative contexts is the main finding, suggesting that explicit instruction of self-regulated strategies can enhance the effects of adaptations such as extended time, contributing to more inclusive and effective practices in English language teaching, as well as promoting student autonomy.

4. Conclusion

This study investigated the contribution of neuroscience-based pedagogical strategies, focusing on the Self-Regulated Strategy Development (SRSD) model, to the development of English reading skills in students with Attention Deficit Hyperactivity Disorder (ADHD) in contexts of preparation for proficiency exams. Additionally, it sought to develop a didactic sequence to equip teachers in working with this population, considering the pedagogical use of extended time in assessments. It was found that students with ADHD face specific challenges in timed reading tasks, impacting their performance even with compatible linguistic knowledge, due to difficulties in sustained attention, working memory, and self-regulation. It was observed that granting extended time, in isolation, has limited effectiveness in promoting substantial improvements. In response to this gap, reading strategies were systematized to favor cognitive organization, comprehension monitoring, and efficient time use in evaluative contexts. The main contribution of this work lies in the elaboration of a detailed didactic sequence, based on SRSD, which offers a theoretical-practical framework for English teachers, promoting more inclusive practices and the development of student autonomy.

Despite the relevance of the proposal, the study presented as a limitation the absence of empirical application of the didactic sequence, which prevented the verification of its effects in real teaching contexts. For future investigations, it is suggested to implement the didactic sequence in the classroom to analyze its direct impact on the performance of students with ADHD. Additionally, future research could explore the potential of digital technologies and artificial intelligence resources as support tools for the development of self-regulated reading strategies, always preserving the teacher’s protagonism and the student’s autonomy. It is considered that the articulation between self-regulated strategies and the pedagogical use of extended time can build more effective and inclusive practices in teaching English, going beyond evaluative access to foster the development of essential learning skills.

Bibliographic References

AMERICAN PSYCHIATRIC ASSOCIATION. Diagnostic and Statistical Manual of Mental Disorders: DSM-5-TR. 5. ed. Washington, DC: American Psychiatric Publishing, 2022.

BARKLEY, R. A. Attention-Deficit Hyperactivity Disorder: A Handbook for Diagnosis and Treatment. 4. ed. New York: Guilford Press, 2015.

DIAMOND, A. Executive functions. Annual Review of Psychology, v. 64, p. 135–168, 2013.

FREITAS, Glória Maria Miranda de. Estratégias de ensino da língua inglesa para alunos com TDAH. 2017. Trabalho de Conclusão de Curso – Universidade Federal da Paraíba, João Pessoa, 2017.

GRABE, W.; STOLLER, F. L. Teaching and Researching Reading. 2. ed. London: Routledge, 2011.

HARRIS, K. R.; GRAHAM, S. Self-Regulated Strategy Development: Writing and Learning. New York: Guilford Press, 2016.

LOVETT, Benjamin J. Extended time testing accommodations for students with disabilities: answers to five fundamental questions. Review of Educational Research, v. 80, n. 4, p. 611-638, 2010.

LOVETT, Benjamin J. Testing accommodations and differential validity: examining the meaning of test scores for students with ADHD. Journal of Attention Disorders, v. 17, n. 7, p. 609-617, 2013.

SILVA, Nathália Prestes da. Possibilidades do ensino de língua inglesa para alunos com TDAH. 2023. Trabalho de Conclusão de Curso – Universidade Tecnológica Federal do Paraná, Medianeira, 2023.

SWANSON, H. L.; HOSKYN, M. Interventions for Students with Learning Disabilities: A Meta-Analysis of Treatment Outcomes. New York: Guilford Press, 2001.

YIN, R. K. Estudo de caso: planejamento e métodos. 5. ed. Porto Alegre: Bookman, 2015.

Article originating from a Final Course Work on Inclusive Education and Diversity

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Data Analysis

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When the data changes, has reality changed?

An analysis of almost 20 million teaching positions-year between 2020 and 2025 shows how changes in population composition and record production can alter the interpretation of historical series Between 2020 and 2025, the number of formal teaching employment positions identified in RAIS (Annual Relation of Social Information), from the Ministry of Labor, […]

Artificial Intelligence

September 28, 2026

Artificial intelligence and the trends

Why do so many people join in on the fun with ChatGPT? I was never the trend person. I still am not. Some pass through my timeline, I see them, I find them interesting but not to the point of trying them out. This was the case, inclusive, with some recent waves of images made by artificial intelligence, like the 80s trend, the one that […]

Tax Management

September 01, 2026

Tax reform and estate planning in the countryside

Efficiency in managing taxes facilitates governance and allows for the organization of family succession. Rural wealth organization has become a strategic measure in light of the tax reform in Brazil, which came into effect this year. The planning of activities and rural wealth management, through tools such as the transition from an Individual to […]

Renata de Gaspari Valdejão Almeida

Artificial Intelligence

August 05, 2026

Inside the company and off the radar: the risks of Shadow AI

According to Microsoft, 75% of professionals already use artificial intelligence at work without company approval. The use of generative artificial intelligence is already part of the corporate routine. Tools like ChatGPT, Copilot, and other platforms help professionals produce texts, analyze data, create presentations, and accelerate tasks in practically all sectors. But this advance […]

Renata de Gaspari Valdejão Almeida

Strategy

July 02, 2026

The future as a competence

Academic interest reinforces the projection of scenarios as an essential tool for decision-making. While some companies are still trying to get the next step right, others are already working with multiple possible futures — and preparing for all of them. But after all, what does it mean to “think about the future”? Is it a trend, a strategy, or a new competence that […]

Renata de Gaspari Valdejão Almeida

Innovation

Technology

May 21, 2026

Agro SP Corridor: innovation, institutional articulation and future

Pecege commands the executive operation of the 400 km ecosystem activities that became known as the Brazilian agro Silicon Valley In 2025, in addition to taking over the management of the Piracicaba Technology Park, the Pecege Institute was also designated to command the executive operation of the State Agribusiness Innovation Corridor activities, the so-called […]

Education

April 27, 2026

How to turn a TCC into a business

New management of the Piracicaba Technology Park offers consulting to MBA graduates The new project director of the Piracicaba Technology Park (PTP), Alexandre Barreto, often says that one of the greatest rewards he has ever had in life was seeing his MBA USP/Esalq students structure companies from their final projects […]

Technology

March 20, 2026

The human repertoire in the age of AI

Critical thinking and creativity are irreplaceable in the work of a marketing professional Artificial Intelligence (AI) is capable of incredible feats, but it does not yet possess the judgment, empathy, intuition, and strategic creativity necessary to do the job of a good marketing professional. In this area, it is important to know how to use the tool to automate […]

Renata de Gaspari Valdejão Almeida

Agribusiness

Innovation

February 23, 2026

ESG as a growth strategy in a cooperative in RS

Santa Clara balances social and environmental responsibility with innovation Founded in 1911 by Italian immigrants in Carlos Barbosa, in the Serra Gaúcha region, Cooperativa Santa Clara is an example that it is possible to balance economic growth with social and environmental responsibility. From a small cheese production company, the organization has evolved into a […]

Renata de Gaspari Valdejão Almeida

Agribusiness

Innovation

January 22, 2026

Brazil free of Foot-and-Mouth Disease: what changes for Brazilian beef?

With a herd of over 200 million head of cattle, the country is currently the leader in exports. Brazil recently received, for the first time, the certification of country free of foot -and-mouth disease without vaccination, conferred by the World Organisation for Animal Health (WOAH). The seal strengthens the country’s position as a reliable supplier of meat for the […]

Renata de Gaspari Valdejão Almeida

Innovation

December 09, 2025

Innovation: the new cycle of the Piracicaba Technology Park

Instituto Pecege assumes management, betting on the creation of new businesses Starting in 2026, Instituto Pecege will assume the management of the Piracicaba Technology Park (PTP). Among its responsibilities will be the administration, operation, maintenance, and expansion of the park, in addition to fostering activities in innovation, entrepreneurship, and science and technology. The choice was made […]

Renata de Gaspari Valdejão Almeida

July 06, 2026

Large-Scale Architecture: DSR-SCRUM Change Management

Mônica Alessandra Guerios; Maria do Carmo Assis Todorov Abstract generated by ResumeAI, an artificial intelligence solution developed by Instituto Pecege focused on synthesis and writing. Architecture and urbanism are configured as essential bases in an increasingly complex and challenging urban space, where the intrinsic connection between social, environmental, and technological issues […]