Profile of reading difficulties in children with attention deficit hyperactivity disorder: a literature review

Abstract

Purpose: to characterize the reading alterations in individuals with attention deficit hyperactivity disorder. Methods: PubMed and SciELO platforms from 2006 to 2016 with the keywords "reading" and "attention deficit hyperactivity disorder", with their equivalents in Portuguese, were searched. Results: seven hundred ninety articles were found in the two databases, of which 119 were relevant. After a full reading, twenty five articles were selected for the analysis, according to relevance and other exclusion/inclusion criteria. In 21 of the studies, individuals with attention deficit hyperactivity disorder presented worse performance in reading, as compared with their peers. Of these, 14 studies identified a delay in some skills that are important for reading: processing speed, reading accuracy, phonological awareness, comprehension and/or orthographic processing. Conclusion: these results corroborate other studies that have verified the presence of a deficit in academic performance, especially in reading skills, in individuals with attention deficit hyperactivity disorder, that may persist in their adulthood.

Revisão sistemática de estudos de avaliação de tecnologias educacionais para letramento e alfabetização de estudantes com Transtornos do Neurodesenvolvimento

“…Na presente revisão, foi encontrado apenas um estudo no qual participaram pessoas com TDAH, exclusivamente. Esse resultado é, em parte, surpreendente, porque a prevalência de TDAH em crianças em idade escolar no Brasil está estimada entre 5% a 6,7% (Poeta & Rosa Neto, 2004;Ponde & Freire, 2007), e estima-se que 14% também manifestem dificuldades de aprendizagem em leitura e escrita (de Paula & Navas, 2018). Ao descrever as dificuldades na aprendizagem de leitura e escrita de alunos com TDAH, de Paula e Navas (2018) verificaram que esses alunos apresentam resultados piores que seus pares com desenvolvimento típico, mesmo para indivíduos que não tem transtorno de dificuldade associado.…”