Dong, Y; Chow, BWY; Mo, J; Zheng, H; (2025) Does shared reading with AI chatbot promote language development in kindergarteners with ADHD. Language and Education 10.1080/09500782.2025.2560492. (In press).

Text Chow_UCL Repository deposited_Shared reading with AI chatbot.pdf Access restricted to UCL open access staff until 4 April 2027. Download (423kB)

Abstract

This study examined the efficacy of artificial intelligence (AI) chatbot-led shared book reading (SBR) on language development in Chinese kindergarteners with attention deficit hyperactivity disorder (ADHD). A total of 153 children with ADHD were randomly assigned to four groups: SBR with AI chatbot (SBR-AI), SBR with parents (SBR-parents), AI chatbot reading control (AI-control), and parents reading control (control-parents). After a 12-week intervention, results demonstrated that children in the SBR-AI group showed significantly greater improvements in expressive vocabulary, character reading, syntax, and reading interest, along with reduced reading anxiety, compared to the control-AI group. When compared to the SBR-parents group, the SBR-AI group achieved larger gains in expressive vocabulary, character reading, syntax, and reading interest, but smaller improvements in listening comprehension. Receptive vocabulary growth was similar across both SBR conditions. These findings indicate that AI chatbots can effectively deliver SBR interventions for children with ADHD, particularly enhancing structured language skills and reducing anxiety. However, human-led SBR may better support contextualized ­comprehension. This study highlights the potential of AI as a supplementary tool in home literacy practices for children with ADHD, offering scalable solutions for families with limited access to trained professionals.

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