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<https://discovery.ucl.ac.uk/id/eprint/10145550> <http://purl.org/ontology/bibo/abstract> "This thesis investigated the potential reading benefits of motivation, and particularly story choice (intrinsic motivator) and reward (extrinsic motivator) in children with ADHD-related characteristics (inattention, hyperactivity/impulsivity, poor interference control), who attended mainstream primary schools. Children with ADHD-related characteristics are at risk of reading underachievement, irrespective of the presence of an ADHD diagnosis. Using a repeated measures design with two conditions (Choice, No Choice), Study 1 tested choice effects on the reading of a community sample of children (N = 108, aged 8 to 9 years old, 56 boys) with minimal and severe ADHD-related characteristics, with focus on inattention. Using a repeated measures design with three conditions (Choice, Reward, No Motivation), Study 2 explored choice and reward effects on the reading of children with and without diagnosed ADHD (N = 24, aged 8 to 11 years old, 16 boys). Using the Study 2 sample, Study 3 sought the perspectives of children with and without ADHD about reading motivation and checked for any group qualitative differences. Drawing on the quantitative findings, story choice increased the reading comprehension, and less consistently the reading enjoyment, of both children with minimal and severe ADHD-related characteristics. Study 2 findings pointed towards the benefits of story choice and reward for the reading comprehension and enjoyment of children with and without ADHD, however, results were relatively inconclusive. Choice and reward effects were not found to be more pronounced for children with severe ADHD-related characteristics and/or ADHD than those with such minimal characteristics. In Study 3, children with and without ADHD acknowledged similarly the contribution of motivators, including choice and reward, to reading. Overall, findings offer empirical support for the positive impact of story choice and reward on children with varying degrees of ADHD-related characteristics, stressing the need to consider further their manipulation during reading instruction in the classroom."^^<http://www.w3.org/2001/XMLSchema#string> .
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