ADHD and Reading: How Tempo Flow State Reading Offers a Solution

 

Natalie Long: PGCE and MA ( Education ),  Head Of Education at Tempo Reading 

​

Understanding the ADHD Reading Challenge 

​

Students with ADHD struggle with reading due to difficulties in focus, attention regulation, and impulse control. Common challenges include rereading paragraphs repeatedly, losing their place, and mid-sentence distraction.

​

Traditional reading formats exacerbate these issues with dense text blocks and minimal feedback, leading to frustration and decreased academic confidence.

​

Tempo reading has demonstrated significant success with ADHD learners via its flow state methodology. By adjusting reading tempo to match individual processing needs, the approach effectively reduces distraction and anxiety, helping students maintain focus and improve comprehension.

A recent trial at Banff Academy in Scotland involving 70 students aged 12-17 produced remarkable results. When we introduced Tempo Reading, we saw students who typically struggled to maintain focus become entirely absorbed in their reading.

The transformation was particularly striking among students with ADHD, with 100% of ADHD students reporting enhanced concentration.

The enthusiasm extended beyond the students. The head teacher reported "nothing but positivity" from all users and teachers. In a profession facing a workload crisis, the staff's embrace of our technology underscored its practical value in the classroom setting.

​

Perhaps most telling was the overwhelming preference for Tempo Reading over conventional methods – 92.7% of students preferred our application to traditional books, and an incredible 100% would choose it over conventional methods when studying for exams.

 

These weren't just statistics; they were validation of our approach to addressing one of education's most persistent challenges.

 

Introducing Tempo Reading: A Flow State Reading Approach

​

Tempo Reading is an innovative solution, specifically designed to address the unique challenges faced by students with ADHD.

Flow state, “The Zone”,  is a mental state of complete immersion and focused concentration in an activity where time seems to fade away and performance becomes effortless and highly enjoyable.

Tempo helps all students access their flow state within minutes, transforming the reading experience from an exercise in frustration to an engaging and productive activity.

Tempo combines metacognitive learning with neurocognitive entrainment to access the Flow State. heightening focus and eliminating distractions. 

​

Text Reveal prevents skim-reading and promotes the metacognitive, slow is fast learning approach of music, sport and chess where you must think about your thinking. This increases attention span and knowledge retention.

Neurocognitive Entrainment comes in the form of the Optimum Reading Speed. The Optimum Reading Speed is set to speeds that correlate to low beta wave activity when the brain is optimised for learning.

This correlates with cutting edge research by Cambridge University Mind Lab who state that “Delivering information at the natural tempo of our neural pulses accelerates our ability to learn.

​

 The ADHD Reading Challenge

 

ADHD learners face several hurdles when reading:

1. Difficulty maintaining focus on text

2. Easy distraction by external stimuli

3. Challenges with working memory and information retention

4. Difficulty with time management and pacing

5. Inconsistent reading speed and comprehension

 

These challenges are compounded by specific eye-tracking issues observed in ADHD individuals:

 

• Problems with visual information processing and deficits in oculomotor control

• More frequent and larger saccadic movements (rapid eye movements between fixation points)

• Tendency to look away from the pursuit path more often

• Slower brain waves, particularly an overproduction of theta waves (4-7 Hz) in the frontal lobe, can affect focus

 

These factors can make reading a frustrating experience for ADHD learners, potentially impacting their academic performance and self-esteem. However, recent research suggests that eye-tracking interventions could play a crucial role in improving cognitive function and coping behaviours in ADHD children.

​​

Key Features and Benefits:

 

1. AI-Powered Reading Companion: Actively reads with the student, creating an interactive and engaging experience.

2. Advanced Eye Tracking: Monitors reading performance and triggers prompts to keep the child hyper-focused. This feature directly addresses the oculomotor control issues observed in ADHD individual

3. Text Reveal prevents skim reading by training students to maintain focus and absorb information more effectively in a metacognitive state. 

4. Text Reveal Creates a smooth Flow State reading experience, decreasing anxiety and increasing working memory.

5. Beta Wave Entrainment: The text reveal speeds correspond to beta waves (13-30 Hz), when the brain is most focused for learning. This neurocognitive entrainment technique aims to counteract the slower brainwave patterns typically seen in ADHD individuals.

6. Reducing Line / Word Jumbling: Greying out lines that have already been read, allows the reader to focus fully on the new text without any residual jumbling effects from the lines above or below. 

7. Independent Learning: Eliminates the need for constant parent or teacher supervision, promoting independence in young readers.

8. Enjoyable Reading Experience: Gamifies the reading process, making learning fun and exciting for students.

9. Inclusive Design: Caters to a wide range of learning styles and needs, particularly beneficial for neurodiverse learners.

 

How Tempo Reading Supports ADHD Learners

 

1. Enhanced Focus and Reduced Distractions

   • Guides attention along the text, helping to regulate saccadic movements

   • Minimise external distractions, keeping the reader engaged

2. Personalised Flow State Pacing

   • Identifies each student's optimal reading speed

   • Adapts to the student's natural rhythm, reducing stress

3. Interactive and Engaging Experience

   • Multi-sensory, gamified reading experience

   • Keeps the reader actively involved in the text

4. Building Independence and Confidence

   • Promotes self-directed learning

   • Builds confidence through visible skill improvements

5. Improved Working Memory and Comprehension

   • Chunks information in a manageable way for the ADHD brain

   • Ensures thorough engagement with the text

6. Reduced Anxiety and Increased Enjoyment

   • Creates a positive association with reading

   • Encourages voluntary engagement with texts

 

Boosting Working Memory by Reducing Stress

​

Tempo Reading's innovative approach offers significant advantages for working memory enhancement. By alleviating reading-related stress and anxiety, this method improves working memory capacity through several mechanisms:

​

1. Minimized Distractions

   • The text reveal feature limits visual clutter

   • More cognitive resources become available for information processing and retention

2. Decreased Stress Response

   • Lower anxiety levels lead to reduced physiological stress

   • Cognitive functions, including working memory, improve as a result

3. Enhanced Concentration

   • Stress reduction allows for improved focus on the text

   • Better focus facilitates more efficient information processing and working memory storage

4. Greater Self-Assurance

   • As reading comfort increases, so does reader confidence

   • Heightened confidence further reduces stress, optimizing working memory utilization

 

The Long-term Impact

 

The benefits of Tempo Reading extend beyond immediate reading improvement:

• Improved academic performance across all subjects

• Enhanced self-regulation skills

• Increased love for learning

 

By addressing the specific eye tracking and cognitive challenges faced by ADHD learners, Tempo Reading offers a comprehensive solution that not only improves reading skills but also potentially enhances overall cognitive function and academic performance. 

​

A Whole-Class Solution with Individual Benefits

​

Tempo Reading stands out by offering benefits for both classroom implementation and independent study:

​

In the Classroom:

• Teachers can monitor real-time engagement across the entire class

• Differentiated content allows students at various levels to work simultaneously

• Reduced reading frustration leads to fewer behavioural disruptions

• Inclusive design benefits all students, not just those with ADHD diagnoses

​

At Home:

• Provides structured revision of curriculum-aligned material

• Offers parents insight into reading patterns and challenges

• Allows students to work independently with built-in support

• Builds sustainable reading habits and metacognitive awareness

​

Curriculum Alignment: Learning That Matters

What truly sets Tempo Reading apart is its commitment to curriculum-aligned content. Students aren't just practicing reading skills, they're engaging with the same material they encounter in school, but presented in a format that accommodates their learning needs. This alignment ensures that:

• Time spent on the platform directly supports academic progress

• Students can revise specific topics that appear in examinations

• Teachers can integrate the platform seamlessly into existing lesson plans

• Reading practice becomes relevant rather than abstract

​

The Future of Inclusive Reading

For students with ADHD, reading doesn't have to remain a source of anxiety and frustration. Tempo Reading demonstrates how thoughtfully designed technology can transform learning experiences by working with neurodivergent thinking patterns rather than against them.

​

By combining attention-supporting features with curriculum-relevant content, Tempo Reading offers more than just a reading tool, it provides a pathway to academic confidence, improved self-regulation, and a potentially renewed relationship with learning itself.

​

As educational technology continues to evolve, solutions like Tempo Reading point toward a future where inclusive design doesn't mean separate or simplified learning, but rather smart adaptations that allow all students to access the same high-quality educational content in ways that work for their unique minds.

​

References

1. Alvarado, A. E., Morales, J. A., Pérez, J. C., & Cifuentes, C. A. (2024). Neurofeedback as a Complementary Therapy for ADHD: A Systematic Review. Frontiers in Psychiatry, 15. https://pubmed.ncbi.nlm.nih.gov/38996080

2. AddVantage Hypnotherapy. (n.d.). Brainwave Entrainment for ADHD. Retrieved September 8, 2024, from https://www.addvantagehypnotherapy.co.uk/brainwave-entrainment-for-adhd/

3. Fried, M., Tsitsiashvili, E., Bonneh, Y. S., Sterkin, A., Wygnanski-Jaffe, T., Epstein, T., & Polat, U. (2014). ADHD subjects fail to suppress eye blinks and microsaccades while anticipating visual stimuli but recover with medication. Vision Research, 101, 62-72. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3309419/

4. Zhao, W., Gao, Y., Han, L., & Yu, Z. (2021). Effectiveness of rhythmic movement intervention on balance ability in children with attention deficit hyperactivity disorder: A systematic review and meta-analysis. Brain Sciences, 11(4), 473. https://pubmed.ncbi.nlm.nih.gov/33828777/

5. Levy, F. (1980). The development of sustained attention (vigilance) and inhibition in children: Some normative data. Journal of Child Psychology and Psychiatry, 21(1), 77-84. https://pubmed.ncbi.nlm.nih.gov/7250541/

6. Barkley, R. A., Anastopoulos, A. D., Guevremont, D. C., & Fletcher, K. E. (1991). Adolescents with ADHD: Patterns of behavioral adjustment, academic functioning, and treatment utilization. Journal of the American Academy of Child & Adolescent Psychiatry, 30(5), 752-761. http://www.ncbi.nlm.nih.gov/pubmed/2926024

7. ADDitude Editors. (n.d.). Reading help for students with ADHD. ADDitude. Retrieved September 8, 2024, from https://www.additudemag.com/reading-help-for-adhd-students/

8. Psych Central. (n.d.). ADHD and reading: Why it can be challenging and how to help. Retrieved September 8, 2024, from https://psychcentral.com/adhd/adhd-and-reading

9. ClearVue Health. (n.d.). Impact of working memory on reading in ADHD. Retrieved September 8, 2024, from https://www.clearvuehealth.com/e/impact-of-working-memory-on-reading-in-adhd-KDXxIB/

10. Peng, P., & Fuchs, D. (2016). A meta-analysis of working memory deficits in children with learning difficulties: Is there a difference between verbal domain and numerical domain? Journal of Learning Disabilities, 49(1), 3-20. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6351483/

11. Shen, C., Li, S., Lai, Y., Wu, X., Liang, Y., Liu, M., ... & Wu, Y. (2023). Decoding neural oscillations during learning and memory: A review of human intracranial studies. Neuroscience & Biobehavioral Reviews, 148, 105036. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10152088/

12. University of Cambridge. (2018, October Brain wave device enhances memory function. Retrieved September 8, 2024, from

https://www.cam.ac.uk/stories/brainwavelearning

 

​