ORCID
https://orcid.org/0009-0008-8679-955X
Date of Award
2025
Document Type
Dissertation
Degree Name
Education (Ph.D)
Department
Education Specialties
First Advisor
Rachael Helfrick
Second Advisor
Aly McDowell
Abstract
Attention-deficit/hyperactivity disorder (ADHD) impacts the lives of individuals with neurodivergent brains in varied and personal ways. This phenomenon mirrors the diversification of the minds I have been intrigued by for decades. In an effort to better understand the relationships between ADHD and pleasure reading, the lived experiences with pleasure reading of six young college students were examined. Participants were formally diagnosed with some form of ADHD before the study, yet did not have a reading disability diagnosis. One-on-one interviews were conducted to explore in-depth each participant’s experiences with pleasure reading. Through interpretative phenomenological study (IPA), four themes emerged: (a) perceptions of self as a reader, (b) varied experiences with reading comprehension, (c) flow experiences with high-interest self-selected reading content, and (d) relationships between reading and distractions. The purpose of this study was to capture and explore more deeply each participant’s experiences with pleasure reading, rather than prescribe a “one-size-fits-all” strategy. The researcher eschewed all attempts to settle upon recommending any strategies, other than one––allow complete autonomy (reader’s completely free choice, not in name only, but in reality) regarding pleasure reading both at home and in school. All participants emphasized freedom of choice (high-interest, self-selected content) as most important to them when engaging in pleasure reading, as well as the cause of their greatest struggle (when forced by an adult to read any content without their free choice). Although complete autonomy may not be feasible at this time in traditional classrooms, regarding pleasure (independent) reading, all people (but especially those with ADHD brains) should be supported to reading by their natural curiosities and set individual timelines for doing so. This study’s participants unanimously exhorted the positive impact this strategy has done for them and their enjoyment of pleasure reading.
Recommended Citation
Lobello, Nicole Cheramie, "EXAMINING ADHD DIAGNOSED YOUNG ADULTS’ SELF-PERCEPTIONS OF PERSONAL READING BEHAVIORS DURING PLEASURE READING EXPERIENCES" (2025). Theses and Dissertations. 944.
https://scholar.stjohns.edu/theses_dissertations/944