Contribution of ADHD characteristics to the academic treatment outcome of children with learning difficulties

Aro, Tuija; Ahonen, Timo; Tolvanen, Asko; Lyytinen, Heikki; Barra, Helena Todd de

doi:10.1080/87565649909540750

Cited by 11 publications

(10 citation statements)

References 29 publications

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“…If children's behavior significantly affects the evaluation of their competence, they are being given undeserved negative feedback, which, again, may set up a vicious evaluative circle directly affecting the child's future interest, commitment and behavior in the given subject domain. This may be especially detrimental to boys (who usually exhibit more problem behavior than girls, as found in this study as well) and children with an attention deficit (Aro, Ahonen, Tolvanen, Lyytinen, & Todd de Barra, 1999;Carlson, Lahey, & Neeper, 1986).…”

Section: Discussionmentioning

confidence: 85%

Predicting children's mathematical performance in grade one by early numeracy

Aunio

Niemivirta

2010

Learning and Individual Differences

289

180

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Section: Discussionmentioning

confidence: 85%

Predicting children's mathematical performance in grade one by early numeracy

Aunio

Niemivirta

2010

Learning and Individual Differences

289

180

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“…Even though these deficits probably have a shared genetic basis (e.g., , they have unique characteristics that should be acknowledged in the intervention since different combinations of learning problems may respond differently to intervention . For example, for children with comorbid RDs and AD, including components of attention training in intervention may also benefit reading skills (Aro, Ahonen, Tolvanen, Lyytinen, & de Barra, 1999;see Sexton et al, 2012 for a review).…”

Section: Discussionmentioning

confidence: 99%

“…The comorbidity of learning difficulties should be especially acknowledged in planning reading interventions, since different combinations of learning difficulties may respond to intervention in different ways , and intervention for RD may be enhanced by adding elements targeting additional deficits, such as attention deficit (Aro, Ahonen, Tolvanen, Lyytinen, & de Barra, 1999; for a review, see .…”

Section: Ran In the Field Of Academic Difficulties And Cognitive Skillsmentioning

confidence: 99%

Does Training in Syllable Recognition Improve Reading Speed? A Computer-Based Trial With Poor Readers From Second and Third Grade

Heikkilä

Aro

Närhi

et al. 2013

Scientific Studies of Reading

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This research evaluated the ability to retrieve and fluently name serially presented familiar items, known as rapid automatized naming (RAN), as an underlying skill in reading disability and its role in a reading fluency intervention. The specificity of RAN on reading was examined in two studies among children with learning difficulties. These two studies showed that RAN was most strongly related to reading disabilities (RD), and less clearly related to math or attention deficits. This was especially true when RD was defined as reading speed or fluency. The association between RAN and RD was also examined within the framework of the double-deficit hypothesis (DDH), in which RAN is assumed to contribute independently to RD along with phonological awareness. The results among children with learning difficulties supported the DDH in that RAN was not related to phonological awareness but had a unique connection with reading fluency and speed. Children with double-deficit performed poorer in reading and spelling skills compared to the groups with a single deficit or controls. The reading fluency intervention, conducted among children with poor reading skill, showed significant effects on the repeated recognition of sublexical units (syllables). Moreover, a wordlevel transfer effect, which was also the strongest syllable-level intervention effect, was found for infrequent syllables. Reading fluency gains were greatest for the children with the lowest pre-intervention reading skills. The results showed that although RAN was associated with initial reading speed, it did not have an effect on the intervention gains. These studies strengthen the role of RAN as an independent skill underlying reading disabilities in a transparent language (Finnish) where reading disabilities are most strongly manifested as dysfluent reading. While comorbid learning problems were common and should be acknowledged in the assessment and intervention of reading, the slow naming speed found here indicated deficits specific to reading fluency. Despite the persistent nature of naming and reading fluency deficits, reading fluency does not seem to be resistant to intervention even when accompanied with naming speed deficits.Keywords: rapid automatized naming, reading disabilities, reading fluency, reading speed, learning disability, comorbidity, reading intervention Tämän tutkimuksen keskiössä olivat lukemisen sujuvuus sekä nopea sarjallinen nimeäminen (rapid automatized naming, RAN), kyky hakea mielestä ja nimetä sujuvasti sarjallisessa muodossa esitettyjä tuttuja nimikkeitä. Tässä tutkimuksessa arvioitiin erityisesti RAN:n roolia lukemisvaikeuksien taustataitona sekä sen yhteyttä lukemisen sujuvuuden kuntouttamiseen. RAN:n spesifiä yhteyttä lukemiseen tutkittiin kahdessa osatutkimuksessa, joiden kohderyhmänä olivat kouluikäiset oppimisvaikeuksiset lapset. Tulokset osoittivat, että RAN oli matematiikan ja tarkkavuuden ongelmia vahvemmin yhteydessä lukemisvaikeuksiin, erityisesti kun lukemisvaikeus oli määritelty lukemisen nopeuden tai suj...

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“…That is, researchers have typically collapsed across multiple aspects or dimensions of behavior (e.g., ratings of attention, hyperactivity, social skills, and problem behaviors) rather than exploring the unique contribution of each of them. One exception is a study by Aro, Ahonen, Tolvanen, Lyytinen, and de Barra (1999), who compared the degree to which pre-treatment attention and hyperactivity predicted responsiveness to two, 9-month academic interventions for children identified as struggling readers. Results indicated that among children with ADHD symptoms, pretreatment attention – but not hyperactivity–predicted post-treatment reading scores.…”

Section: Attention and Responsiveness To Instructionmentioning

confidence: 99%

Behavioral Attention: A Longitudinal Study of Whether and How It Influences the Development of Word Reading and Reading Comprehension Among At-Risk Readers

Miller

Fuchs

Compton

et al. 2014

Journal of Research on Educational Effectiveness

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The purpose of this study was to examine the extent to which teacher ratings of behavioral attention predicted responsiveness to word reading instruction in first grade and third-grade reading comprehension performance. Participants were 110 first grade students identified as at-risk for reading difficulties who received 20 weeks of intensive reading intervention in combination with classroom reading instruction. Path analysis indicated that teacher ratings of student attention significantly predicted students’ word reading growth in first grade even when they were competed against other relevant predictors (phonological awareness, nonword reading, sight word efficiency, vocabulary, listening comprehension, hyperactivity, nonverbal reasoning, and short term memory). Also, student attention demonstrated a significant indirect effect on third grade reading comprehension via word reading, but not via listening comprehension. Results suggest that student attention (indexed by teacher ratings) is an important predictor of at-risk readers’ responsiveness to reading instruction in first grade and that first-grade reading growth mediates the relationship between students’ attention and their future level of reading comprehension. The importance of considering ways to manage and improve behavioral attention when implementing reading instruction is discussed.

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Contribution of ADHD characteristics to the academic treatment outcome of children with learning difficulties

Cited by 11 publications

References 29 publications

Predicting children's mathematical performance in grade one by early numeracy

Predicting children's mathematical performance in grade one by early numeracy

Does Training in Syllable Recognition Improve Reading Speed? A Computer-Based Trial With Poor Readers From Second and Third Grade

Behavioral Attention: A Longitudinal Study of Whether and How It Influences the Development of Word Reading and Reading Comprehension Among At-Risk Readers

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