| 1. |
- Miller, Amanda C, et al.
(författare)
-
Reading Comprehension in Children with ADHD: Cognitive Underpinnings of the Centrality Deficit
- 2013
-
Ingår i: Journal of Abnormal Child Psychology. - : Springer Verlag (Germany). - 0091-0627 .- 1573-2835. ; 41:3, s. 473-483
-
Tidskriftsartikel (refereegranskat)abstract
- We examined reading comprehension in children with ADHD by assessing their ability to build a coherent mental representation that allows them to recall central and peripheral information. We compared children with ADHD (mean age 9.78) to word reading-matched controls (mean age 9.89) on their ability to retell a passage. We found that even though children with ADHD recalled more central than peripheral information, they showed their greatest deficit, relative to controls, on central information-a centrality deficit (Miller and Keenan, Annals of Dyslexia 59:99-113, 2009). We explored the cognitive underpinnings of this deficit using regressions to compare how well cognitive factors (working memory, inhibition, processing speed, and IQ) predicted the ability to recall central information, after controlling for word reading ability, and whether these cognitive factors interacted with ADHD symptoms. Working memory accounted for the most unique variance. Although previous evidence for reading comprehension difficulties in children with ADHD have been mixed, this study suggests that even when word reading ability is controlled, children with ADHD have difficulty building a coherent mental representation, and this difficulty is likely related to deficits in working memory.
|
|
| 2. |
- Willcutt, Eric, et al.
(författare)
-
Preschool twin study of the relation between attention-deficit/ hyperactivity disorder and prereading skills
- 2007
-
Ingår i: Reading and writing. - : Springer Science and Business Media LLC. - 0922-4777 .- 1573-0905. ; 20:1-2, s. 103-125
-
Tidskriftsartikel (refereegranskat)abstract
- Numerous studies have examined the etiology of the association between reading difficulties and attention-deficit hyperactivity disorder (ADHD) in school-age children, but little is known about the relation between prereading skills and ADHD behaviors prior to the beginning of formal reading instruction. A population-based sample of 809 pairs of preschool twins completed an extensive battery of prereading measures, and the parent of each twin completed an ADHD rating scale. Phenotypic analyses revealed small but significant correlations between DSM-IV inattention ratings and six prereading composite measures, whereas hyperactivity-impulsivity symptoms were not independently associated with any of the prereading scores. Multivariate twin analyses indicated that virtually all of the phenotypic correlation between inattention and prereading performance is attributable to common genetic influences, consistent with results obtained in studies of older twins. Although additional research is needed to test alternative causal models in children younger than five years old, these results are most consistent with the hypothesis that reading difficulties and inattention symptoms are attributable to common genetic influences. © Springer Science+Business Media B.V. 2007.
|
|
