Hallazgos de neuroimagen y desempeño ortográfico de estudiantes con trastorno por déficit de atención con hiperactividad según la semiología de los errores

Spelling performance of students with and without Attention Deficit Hyperactivity Disorder

“…The results showed that the students in the group with ADHD had a higher error mean than the students in the non-ADHD group, with a statistically significant difference in the total of three of the four alphabetical/ spelling categories analyzed, in the general total of errors on the Balanced Dictation and in the performance compared to the standardized means. This result points in the same direction as earlier studies that showed that students with ADHD have poor spelling performance when compared to their peers without the disorder 6,7,[17][18][19][20][21][22][23] .…”

“…Throughout schooling, with the experience of writing practices and with improved access to the visual and phonological repertoire of the alphabetic principle, students tend to overcome these types of errors. This was not the case for students with ADHD though, who continued to err more than their peers in the three years, as did the results of other samples in which these errors were the most frequent 23 or were surpassed later than their peers without ADHD 6 throughout Primary School.…”

“…Studies compared the performance in written expression between students with typical development and students with ADHD. Despite the methodological specificities, the low orthographic performance of students with ADHD was highlighted as a result, as well as a slower overcoming of alphabetical errors or mistakes against the spelling rules 6,7, [17][18][19][20][21][22][23] .…”