Reading comprehension can be challenging for everyone, but it presents unique challenges for neurodiverse populations, particularly those with reading-related differences like Dyslexia or attention deficits like ADHD. Although considerable overlap exists between these two populations, it is important to consider each condition as distinctly different to avoid confusion and misdiagnoses, as described by Dr. Cheryl Chase in ADDitude. This means that research is required to assess these groups of readers separately. Although ADHD is not strictly a reading-related deficit, recent research from the University of Colorado Boulder finds that ADHD and reading difficulties are often comorbid, or occur together. Therefore, these are two important groups of readers to obtain feedback from to ensure that Cascade Reading is helping a neurodiverse group of readers.
To that end, we recently conducted two multi-session reading studies, one for 100 adult readers with Dyslexia, and the other for 100 adult readers with ADHD. The design for these studies was identical, including two separate sessions taking place on different days where participants read two passages in the Cascade Format or in the traditional text format. After these two sessions, we then asked participants questions regarding their experience with the readings, and we were particularly interested in how those who read in the Cascade Format reacted to it. The results are very encouraging.
These results mirror subjective reports from neurotypical adult and elementary readers as well, with even stronger positive feelings toward the Cascade Format. What is perhaps most compelling is that 4 out of 5 readers with Dyslexia or ADHD said that they preferred reading in the Cascade Format compared to traditional text formatting. Although most of our research concerns whether or not the Cascade Format is leading to direct improvements in reading comprehension, practice makes perfect, and neurodiverse readers may feel anxious or unmotivated to get the practice they need more so than neurotypical readers.
If the Cascade Format can help motivate students to feel better about reading, then those students may be more receptive to the interventions and practice they need to become better readers.
Our work here is far from over. As we embark with new school partnerships, we are determined to establish best practices for implementing Cascade Reading not just for typical readers but for all readers, whether they be neurodivergent, come from linguistically diverse backgrounds, or differ in attitudes towards reading. The next chapter in reading and writing needs to focus on reading comprehension beyond the word level, and improvements can only happen if we learn how to motivate struggling students to read.
