Hooked on Books: A Deep Dive into the Reading Motivations of ADHD and Non-ADHD Children

Motivated children are more likely to comprehend and enjoy their reading than their non-motivated peers. However, research has predominantly explored the role of reading motivation in neurotypical children and overlooked its potential benefits for children with a diagnosis of attention deficit hyperactivity disorder (ADHD). In this study, we aimed to a) explore the views of ADHD and non-ADHD children about their experiences of reading motivation and overall reading and b) test for any qualitative differences in the reading motivation profiles and reading experiences of the two groups. We conducted semi-structured interviews with 24 children: 12 with ADHD and 12 non-ADHD. We explored children's views about their reading experiences in relation to motivation, with a focus on choice and reward. We also tested for qualitative differences between groups. We identified three themes, including motivations to engage in reading, basic needs satisfaction and classroom context. We found that themes were mostly similar across children, with some between-group differences. Reading practices promoting and supporting reading motivation could benefit both ADHD and non-ADHD children. Future reading research should seek the perspectives of children, especially neurodivergent children, including those with ADHD, whose voices remain under-represented.