Reading Comprehension in Children with ADHD: Cognitive Underpinnings of the Centrality Deficit

Miller, Amanda C.; Keenan, Janice M.; Betjemann, Rebecca S.; Willcutt, Erik G.; Pennington, Bruce F.; Olson, Richard K.

doi:10.1007/s10802-012-9686-8

Cited by 117 publications

(117 citation statements)

References 49 publications

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“…If rapid naming of objects were, in part, a marker for ADHD, than its unique relationship to reading comprehension could be explained on the basis of attentional resources. Recent research suggests that attentional deficits in children with ADHD can cause limitations in working memory that can lead to difficulties in building coherent mental representations during reading (Miller et al, 2013).…”

Section: Prediction Of Reading Comprehensionmentioning

confidence: 99%

Early prediction of reading comprehension within the simple view framework

Herrera²,

et al. 2015

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The simple view of reading proposes that reading comprehension is the product of word reading and language comprehension. In this study, we used the simple view framework to examine the early prediction of reading comprehension abilities. Using multiple measures for all constructs, we assessed word reading precursors (i.e., letter knowledge, phonological awareness, rapid naming) and oral language at the beginning of kindergarten and reading comprehension at the end of third grade. Word reading was also assessed at the end of second grade and served as a mediator. Structural equation modeling showed that precursors of word reading and language comprehension accurately predicted reading comprehension in both mediated and non-mediated models. The results have important implications for the early identification of reading comprehension difficulties.

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Section: Prediction Of Reading Comprehensionmentioning

confidence: 99%

Early prediction of reading comprehension within the simple view framework

Herrera²,

et al. 2015

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“…Others also have shown that WM is related to reading ability (Baddeley et al, 1985; Vellutino et al, 2004; Kibby and Cohen, 2008; Sesma et al, 2009; Christopher et al, 2012). Moreover, when studying children with Attention-deficit/hyperactivity disorder (ADHD), Miller et al (2013) found that poor WM contributes to their comprehension problems in that WM mediated the relationship between ADHD symptoms and the ability to recall the central ideas of the passage. WM may play a role in reading fluency as well (Baddeley et al, 1985).…”

Section: Introductionmentioning

confidence: 99%

Reading performance is predicted by more than phonological processing

Kibby¹,

Lee²,

Dyer³

2014

Front. Psychol.

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We compared three phonological processing components (phonological awareness, rapid automatized naming and phonological memory), verbal working memory, and attention control in terms of how well they predict the various aspects of reading: word recognition, pseudoword decoding, fluency and comprehension, in a mixed sample of 182 children ages 8–12 years. Participants displayed a wide range of reading ability and attention control. Multiple regression was used to determine how well the phonological processing components, verbal working memory, and attention control predict reading performance. All equations were highly significant. Phonological memory predicted word identification and decoding. In addition, phonological awareness and rapid automatized naming predicted every aspect of reading assessed, supporting the notion that phonological processing is a core contributor to reading ability. Nonetheless, phonological processing was not the only predictor of reading performance. Verbal working memory predicted fluency, decoding and comprehension, and attention control predicted fluency. Based upon our results, when using Baddeley’s model of working memory it appears that the phonological loop contributes to basic reading ability, whereas the central executive contributes to fluency and comprehension, along with decoding. Attention control was of interest as some children with ADHD have poor reading ability even if it is not sufficiently impaired to warrant diagnosis. Our finding that attention control predicts reading fluency is consistent with prior research which showed sustained attention plays a role in fluency. Taken together, our results suggest that reading is a highly complex skill that entails more than phonological processing to perform well.

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“…These findings suggest that students with ADHD were able to recall key information to perform basic comprehension of the read content 39,40 . However, since both groups presented low scores, lack of reading comprehension is evident among schoolchildren, with and without ADHD, suggesting that the current literacy methodology, in our country, does not focus on teaching strategies for reading comprehension development in the classroom.…”

mentioning

confidence: 80%

Desempenho de escolares com transtorno do déficit de atenção com hiperatividade em habilidades metalinguísticas, leitura e compreensão leitora

2017

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Purpose: to characterize and compare the performance of students with Attention Deficit Hyperactivity Disorder in metalinguistic skills, reading and reading comprehension in students with good academic performance. Methods: 30 participants from primary schools, of both genders, aged from 8 to 12 years and 11 months, divided into two groups: Group I consisted of 15 students diagnosed with Attention Deficit Hyperactivity Disorder and Group II composed of 15 students with good academic performance. The students were matched byage, grade level and gender. The students were submitted to Metalinguistic Skills Tests, Reading Protocol and Reading Comprehension Tests. Results: differences were found between Group I and Group II for skills regarding initial and final phonemic identification, syllable and phonemes subtraction and addition, as well as phonemic segmentation. The performance of Group I was also inferior than that of Group II, in Reading protocol and repetition of non-words. There was no statistically significant difference between the groups in reading comprehension performance. Conclusion: students with Attention Deficit Hyperactivity Disorder presented inferior performance in relation to reading protocol and in more complex metalinguistic skills, which required retention, analysis and information retrieval, when compared to the control group. In regard to reading comprehension, both groups presented lower performance, with similar results. The American Psychiatric Association 14 characterizes ADHD as a common neuropsychiatric disorder in childhood, with prevalent symptoms as inattention, hyperactivity, and impulsivity. Studies indicate that difficulties encountered in ADHD can be observed in more than one cognitive domain. The components of the executive functions most associated with possible cognitive impairments comprise planning, directed and selective attention, behavior regulation and motivation [14][15][16][17][18] , mainly caused by structural and chemical dysfunctions in the prefrontal cortex 19 . Therefore, ADHD can be understood as a disorder with heterogeneous manifestations which causes broad impairments in cognitive and interpersonal functioning, presenting behavioral changes and low school performance, as main complaints 17,18,20 . In regard to reading, studies 15,[21][22][23][24][25] indicated that students with ADHD present difficulties related to decoding, such as reading errors due to graphemephoneme mismatches, sequencing failures in reading graphemes, errors by omission and by substitution of graphemes and / or words. These difficulties are caused by attention problems and use of the working memory to manage information necessary for the phonological processing of the items, and essential for making the correct orthographic representations of the words.As for metalinguistic skills, students with ADHD present difficulties in activities which require greater attention and working memory, such as syllabic and phonemic manipulation 25. In addition, studies have shown that student...

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Reading Comprehension in Children with ADHD: Cognitive Underpinnings of the Centrality Deficit

Cited by 117 publications

References 49 publications

Early prediction of reading comprehension within the simple view framework

Early prediction of reading comprehension within the simple view framework

Reading performance is predicted by more than phonological processing

Desempenho de escolares com transtorno do déficit de atenção com hiperatividade em habilidades metalinguísticas, leitura e compreensão leitora

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