Comprehension—getting meaning from text—is the purpose of reading. It requires the reader to actively process the text, self-monitor for understanding, and know how and when to apply various meaning-making strategies when something doesn't make sense. Key strategies for readers with ADHD are those that keep them actively engaged throughout the reading process—thinking about, questioning, and responding to the reading material in order to maintain their attention, comprehend, and recall what they have read.
All students in today's classrooms with Common Core State Standards (CCSS) are required to interact with and read complex texts carefully and deeply for meaning. They also must support their opinions and responses to reading comprehension questions by going back and finding evidence from the text. This is not an easy task for those with attention and executive function weaknesses.
A number of strategies are helpful and effective prior to reading, during reading, and after completing the reading assignment to aid with recall and comprehension.
Prereading strategies are important for activating the reader's prior knowledge about the topic, building connections and comprehension of the text, and generating interest and motivation to read the material.