Effects of executive function deficits on Chinese reading ability in ADHD patients

Abstract

Objective:To explore the factors affecting the Chinese reading abilities of patients with attention deficit hyperactivity disorder (ADHD) and to provide a basis for the intervention of comorbid Chinese reading disorders in ADHD. Methods:Following the ICD-10 standards, 160 ADHD patients were included in the study, divided into an ADHD group (80 cases) and an ADHD+RD (Reading Disorder) group (80 cases). All participants completed neuropsychological tests such as verbal working memory tasks, visual spatial working memory tasks, and response inhibition tasks. Parents completed the Swanson, Nolan, and Pelham-IV questionnaire (SNAP-IV) and the Dyslexia Checklist for Chinese Children (DCCC). Results: Patients with ADHD + RD demonstrated more significant deficits in executive functions such as working memory and response inhibition. Controlling for the influences of fixed ADHD symptoms, defects in visual spatial working memory and response inhibition had a significant predictive effect on the reading abilities of children with ADHD. Conclusion: The reading process demands a high level of cognitive executive function, especially in tasks involving linguistic and textual processing, where modulation of working memory, response inhibition, and flexibility are needed. For patients with ADHD comorbid with Chinese reading disorders, besides managing core ADHD symptoms, it may be worth considering a focus on strengthening training in working memory.