ADHD learners as victims or survivors in L2 learning contexts: a case of application of dynamic assessment to selective attention and reading comprehension ability

Salehi, Hadiseh; Khoii, Roya; Rashtchi, Mojgan; Arjmandnia, Ali Akbar · 2024 · Crossref

DOI: 10.1186/s40862-023-00229-x

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Summary

This single-case study investigates the efficacy of interactionist dynamic assessment (DA) in enhancing the reading comprehension and selective attention of a learner with Attention Deficit Hyperactivity Disorder (ADHD) in a second language (L2) context. Motivated by the limitations of static testing, which often fails to distinguish between learning deficits and insufficient prior instruction, the researchers sought to determine if DA—a method grounded in Vygotsky’s Zone of Proximal Development (ZPD) and Sociocultural Theory—could serve as both an assessment and instructional tool for ADHD students. The study addresses the specific challenges ADHD learners face in L2 acquisition, particularly regarding working memory impairments and difficulties with selective attention, which hinder reading proficiency. The study employed a microgenetic design with a single participant, a 13-year-old female EFL learner diagnosed with combined-type ADHD. The intervention involved DA sessions where the mediator provided implicit and explicit mediations during reading tasks to foster the learner’s transition from other-regulation to self-regulation. To measure selective attention, the researchers administered the Persian version of the Computerized Stroop Test as both a pre-test and post-test. Reading comprehension was assessed using non-dynamic pre- and post-tests consisting of four passages each, drawn from standard EFL textbooks (*Teen 2 Teen 1* and *Connect 1*), with difficulty levels verified by Flesch reading ease scores. Qualitative data were collected through detailed field notes on the participant’s behaviors and the specific mediations used, while quantitative analysis focused on test scores and Stroop test parameters. The results indicated that dynamic assessment positively impacted the learner’s performance. Quantitative analysis showed improvements in reading comprehension scores and congruent parameters of selective attention following the DA intervention. Qualitative analysis of the DA protocols revealed an inventory of implicit and explicit mediations that facilitated the learner’s progress. The data demonstrated that the learner moved toward greater independence, evidenced by a decrease in the frequency of required mediations over time, signaling the development of self-regulation skills. The study concludes that DA is a viable alternative to static assessment for ADHD learners in L2 contexts, as it effectively identifies learning potential and fosters cognitive development through mediated interaction. The findings suggest that educators, policymakers, and material developers should prioritize mediation strategies that support the transition to self-regulation in ADHD students. By focusing on the learning process rather than just the product, DA can help mitigate the academic challenges associated with ADHD, offering a more equitable and effective approach to language education for learners with neurodevelopmental disorders.

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• learner drivers