Frontiers in Psychology
Does artificial intelligence-supported rhythm-enhanced phonological awareness training improve early reading in children with attention-deficit/hyperactivity disorder? A randomised controlled intervention study
Introduction Children with attention-deficit/hyperactivity disorder (ADHD) are at increased risk of reading-related difficulties, and phonological awareness (PA) plays a vital role in early reading development. Rhythm may serve as a temporal scaffold for PA, yet whether rhythm-enhanced PA training produces additional benefits beyond typical PA training for children with ADHD remains unclear. This study examined whether rhythm-enhanced PA training, delivered through an artificial intelligence (AI)-supported and rese …