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.