Children's literature in the learning of students with ADHD

Abstract

This study determines how children's literature influences the attention, behavior, and participation of three students with ADHD. To this end, three reading sessions were conducted using different narrative formats: guided reading, reading with puppets, and dramatized reading. Observation sheets, surveys of teachers and families, and brief interviews were also used to compare perceptions and record variations throughout the process. The results show that visual and expressive stimuli increase attention span and encourage spontaneous participation, while performative activities create a more engaging environment for understanding the story. Furthermore, comparisons with previous studies demonstrate that the child's response depends on both the format and the way the story is presented. This finding opens opportunities to strengthen pedagogical practices that integrate movement, dialogue, and visual materials. The study concludes that children's literature, when presented through dynamic formats such as puppets or dramatizations, generates visible changes in the attention and participation of students with ADHD. The comparative analysis between teachers and families reveals that both groups recognize the positive effects of storytelling; however, their perceptions are distributed differently. The intervention confirms the heterogeneity of ADHD; students do not respond uniformly to the same stimulus, which aligns with studies describing diverse cognitive profiles.