Amy Judy

Journal Article Review

September 14, 2014

Learning from Picture Book Characters in Read Aloud Sessions for Students with ADHD

In her article Learning from Picture Book Characters in Read Aloud Sessions for
Students with ADHD, published in TEACHING Exceptional Children, Plus, Volume two, Issue
four, Debby M. Zambo presents a rationalization for the use of picture books found on the
reading theory to aid elementary students with ADHD to learn more about themselves and their
behaviors through the use of picture book characters in read aloud sessions. Debby Zambo is
currently an Assistant Professor of Educational Psychology at Arizona State University in the
College of Teacher Education and Leadership. However, she previously taught students
kindergarten through fourth grade with special needs for ten years.
Zambo faced many challenges in working with elementary students with ADHD that
often times had additional emotional problems. One approach that she used to meet those
challenges was the application of picture books that fitted her students activity levels and needs.
Not only did Zambo use picture books for intellectual value, such as the improvement of
vocabulary, understanding of story construction, and listening skills, she also made sure that her
read aloud selections would allow students to gain knowledge about themselves and their
behaviors. In her selection Waiting for Mr. Goose, the main character, Stephen, is a lot like many
of her students, explained Zambo, with regard to their abilities, gender, and vocabulary. The
illustrations in this particular picture book were not complicated and visibly represented
Stephens emotions and behavior challenges. Zambo believes that when choosing a picture book

it is an important factor to make sure that students with ADHD will be able to relate to the
situation and characters. Making connections among the challenges that a picture book character
faces and that her students face in daily life is a key concept to making the read aloud sessions
meaningful for students.
Numerous teachers know that students learn from watching role models due to the fact
that they observe it in their classrooms on a daily basis. Learning from models happens
instinctively for children. Students learn by watching their peers, their teachers, and other guests
that may visit the classroom. With that being said, Zambo also presents in her article that
students also learn from symbolic models, imaginary or real characters, portrayed in picture
books. Whether learning from a real or symbolic model, students must have the ability to center
their attention and remember and be inspired to perform the desired task or behavior. Students
with ADHD have great difficulty in focusing their attention, keeping on task, and problem
solving. Zambo states that it is necessary to take into account the strengths and weaknesses of
students with ADHD. It may be essential to break down tasks and provide short periods of
instruction and give students a good deal of time for practice and follow up with a defined
assessment. Students must believe that they possess what it takes to perform the desired behavior
and seeing characters in picture books conquer difficulties can give students the if they can do
it, then so can I perspective.
Zambo considers the use of picture books as an unmatched learning tool. Greater than
just teaching reading comprehension and vocabulary, well-chosen picture books can help
students with disabilities beyond ADHD understand themselves, confront adversity, and address
real-world problems. So, even though read alouds may take time away from direct academic

instruction, their function in attaining emotional and social support for students with disabilities
such as ADHD can be an invaluable experience.
Zambo continues in her article to explain how setting the environment within a classroom
and using the picture books effectively can be demonstrated. She asserts that the area chosen for
read alouds must be a place of comfort. A quiet corner, dimly lit, and away from loud noises or
eye-catching distractions is best. The use of props such as stuffed animals, blankets and pillows
can also be used so that children can get comfortable. Students with ADHD should be positioned
near the reader and it is all right to allow them to stand either beside or behind the reader instead
of sitting. Reading at a slow, steady pace with expression, but in a quiet voice and making
connections between the problems that the character is facing and the problems students maybe
facing is paramount. Praising students with specific feedback for listening and appropriate
behavior will boost their self-esteem and will only reinforce a desired behavior. After the
reading, engage students in conversation about feelings and behavior, encourage students to
practice the behaviors that they learned, and help them to see the connections between the
character in the picture book and themselves. In addition, students with ADHD may miss some
details the first time around, so Zambo suggests to reread and repeat the information contained in
the book. Other school staff, such as the school counselor, could perhaps extend on the ideas in
the story.
In conclusion, Zambo provides a compelling argument for the use of picture books to aid
students with ADHD not only academically, but socially and emotionally. Her article continues
with a table of suggested picture books for use with students. Opening the lines of
communication between ADHD students and their teachers is crucial in the prevention of
frustration, feeling overwhelmed, and teachers focusing on students weaknesses instead of

strengths and can lead to students feeling rejected, different from their peers, hurt, and
developing a low self-esteem. Fostering a caring classroom in which students feel safe to express
themselves is just as important as the instruction that takes place.