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Studying vocabulary with ADHD

With ADHD, getting started on vocabulary homework can be extra hard, and keeping going even harder. It’s not about being lazy. Here is what research says about why instant feedback and small rewards can help, and practical tips for your word lists.

These are study tips, not medical advice. If you need support, talk to your school nurse or counselor or to a doctor.

Why it can be hard

Vocabulary is boring for many people, and the reward, a good result on the test, comes days later. Research shows that children and teenagers with ADHD are, on average, more affected by when a reward comes. A reward that comes right away makes a bigger difference, and one that is delayed loses its value faster.

Researchers have suggested that this has to do with the brain chemical dopamine and how the brain learns to expect a reward. It is a theory, not the whole story, and ADHD looks different from person to person. But the idea is useful when you study: keep the reward close.

Instant feedback

Feedback means finding out how you did. A large review of research on feedback in school shows it can matter a lot for learning. The effect varies, but feedback that clearly shows what was right and what was wrong tends to help most.

When you quiz yourself and see the right answer immediately, you fix mistakes before they settle in. You also see right away that you are making progress, instead of waiting for your teacher to grade the test.

Small rewards, and what they don’t do

Game elements like points, sounds and small celebrations are sometimes called gamification. A summary of many studies shows that they have, on average, a small positive effect on learning and motivation. So it’s no miracle method, and rewards alone don’t make you learn more. Practice does that.

But short rounds, instant feedback and small celebrations can make it easier to get started and keep going. And more practice is what shows up on the test.

Tips for studying vocabulary with ADHD

  • Short sessions. 5–10 minutes, then a break. Three short sessions during the day beat one long one.
  • One small list at a time. Split the homework into groups of 5–8 words and finish one group before the next.
  • Start with the words you missed. That keeps the session short and clear. Include the whole list again next time.
  • Use a timer. Decide you only have to practice until it rings. It’s easier to start when you know when it ends.
  • Move around and say the words out loud. Walk around the room and answer out loud. Words you say out loud are also easier to remember.
  • Let someone quiz you. A parent or sibling reading the words makes it easier to stay focused, and you get the answer right away.
  • Pick a reward in advance. Something small after the session, like a break or a snack.
  • Remove distractions. Turn off notifications and put other things out of reach.

More ways to practice are in How to study vocabulary.

How Learn It gives feedback

In Learn It you find out right after each question how you did. When you write or pick an answer, it turns green with a checkmark when you’re right and red with a cross when you’re wrong, and then you see the right answer. A short sound and a light vibration tell you whether you got it right. Finish a whole round in Spelling or Multiple choice without a mistake and confetti appears. After each round you can practice just the words you missed, so the next round is shorter.

Sounds and vibrations can be turned off in the settings, and the confetti doesn’t show when Reduce Motion is on in the device settings. Learn It is free, with no ads, for iPhone and iPad, and has 100+ ready-made quizzes, such as Colors in Spanish and Everyday verbs in French.

Sources

  1. Luman, M., Oosterlaan, J. & Sergeant, J. A. (2005). The impact of reinforcement contingencies on AD/HD: A review and theoretical appraisal. Clinical Psychology Review, 25(2).
  2. Tripp, G. & Wickens, J. R. (2008). Dopamine transfer deficit: A neurobiological theory of altered reinforcement mechanisms in ADHD. Journal of Child Psychology and Psychiatry, 49(7).
  3. Hattie, J. & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1).
  4. Sailer, M. & Homner, L. (2020). The gamification of learning: A meta-analysis. Educational Psychology Review, 32.
  5. MacLeod, C. M., Gopie, N., Hourihan, K. L., Neary, K. R. & Ozubko, J. D. (2010). The production effect: Delineation of a phenomenon. Journal of Experimental Psychology: Learning, Memory, and Cognition, 36(3).
  6. Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J. & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques. Psychological Science in the Public Interest, 14(1).