Topic Modeling of ADHD Discourse on Reading Challenges: Cognitive Differences and Systemic Factors

Reading comprehension is widely recognized as a critical challenge for individuals with attention deficit/hyperactivity disorder (ADHD). Prior work has linked these difficulties to executive function (EF) differences, but less attention has been given to how they are represented in unstructured forums or shaped by systemic barriers. This study examined how adults diagnosed with, and parents advocating for their ADHD children, discuss reading comprehension in unstructured online discourse. Latent Dirichlet allocation (LDA), a topic modeling method, was used to analyze 6,295 Reddit posts and comments to identify recurring themes about ADHD and reading comprehension. The analysis revealed three dominant themes: (a) Cognitive Difficulties Related to Reading and ADHD, (b) Educational Experiences and Systemic Barriers, and (c) Assistance with High-Stakes Exams. These findings confirmed prior research concerning reading comprehension difficulties while also expanding the conversation to include systemic barriers, demonstrating that such difficulties in ADHD are shaped not only by internal cognitive factors, but also by these broader systemic conditions. This work highlights the value of topic modeling in amplifying real-world voices and points to the need for more inclusive educational practices, teacher training, and policies guiding the proctoring and seating of examinations that reflect the lived experiences of ADHD individuals. Lay Abstract For people with attention deficit/hyperactivity disorder (ADHD), reading comprehension is difficult due to differences in attention and memory. These challenges may be further impacted by the environments and systems they face at school, on college campuses, and in testing situations. To better understand these experiences, this study looked at more than 6,000 Reddit posts, where many adults with ADHD and parents of children with ADHD described their struggles. A method called topic modeling revealed that many people lose focus, forget key ideas, or reread passages without understanding, as well as developing coping strategies like taking notes, reading aloud, or using AI tools. Often, parents and students expressed frustration with schools that offer little flexibility, teachers with limited training, or noisy environments that make it difficult to concentrate. College entrance exams and professional licensing exams were described as especially stressful, with strict time limits and inconsistent accommodations that limited students’ abilities to demonstrate their skills. These accounts show that ADHD-related reading challenges are shaped both by attention and memory differences and by the environments people must navigate. By listening to lived experiences, this research points to the need for more flexible teaching, improved accommodations, and fairer testing practices that better reflect the realities faced by people with ADHD.