Reading difficulties and attention‐deficit/hyperactivity behaviours: evidence of an early association in a nonclinical sample

Luoni, Chiara; Balottin, Umberto; Zaccagnino, Maria; Brembilla, Laura; Livetti, Giulia; Termine, Cristiano

doi:10.1111/j.1467-9817.2013.01555.x

Cited by 4 publications

(3 citation statements)

References 85 publications

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“…This study revealed the role of the different components of attention on reading acquisition; other recent findings showed that disruption of attentional mechanisms plays a causal role in reading disability (e.g., Luoni et al., 2015; Shaywitz & Shaywitz, 2008). For this reason, the early assessment of attention might contribute to reducing reading difficulties when children begin primary school.…”

Section: Resultssupporting

confidence: 66%

“…Research showed that children who spoke languages with opaque orthographies, such as English, acquired reading more slowly compared with their peers speaking transparent languages, such as Italian (Defior, 2004;Seymour, Aro, & Erskine, 2003). In this regard, Luoni et al (2015) suggested that learning to read requires a higher engagement of attention in opaque orthographies than transparent orthographies. This high involvement of attention could explain the comorbidity between reading disability and attentional disorders in populations whose language has opaque orthography, even if there are no data supporting this hypothesis.…”

Section: Why Attention Influences Reading Acquisitionmentioning

confidence: 99%

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Novice Readers: The Role of Focused, Selective, Distributed and Alternating Attention at the First Year of the Academic Curriculum

Commodari

2017

i-Perception

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The ability to read depends on different cognitive skills. This study investigated the role of the main components of attention (selective attention, focused attention, distributed attention, and alternating attention) on the different dimensions of reading skills in novice readers. Participants were 288 Italian children, who attended the first year of primary school. Attention and reading skills (reading ''comprehension,'' ''accuracy,'' and ''speed'') were measured. Different components of attention influence each dimension of reading. Moreover, both the correctness and rapidity at which attention operates play a pivotal role in learning to read. Interestingly, selective attention is involved in all dimensions of reading. These findings may have educational and practical relevance. The early assessment of attention might favor the development of new strategies of intervention in dyslexic children and in children at risk of developing learning difficulties.

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Section: Resultssupporting

confidence: 66%

Section: Why Attention Influences Reading Acquisitionmentioning

confidence: 99%

Novice Readers: The Role of Focused, Selective, Distributed and Alternating Attention at the First Year of the Academic Curriculum

Commodari

2017

i-Perception

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“…However, to our knowledge, the only meta-analysis to date of reading interventions for children with ADHD in special education settings revealed positive effects but found no use of evidence-based practices and was limited to a total of 65 participants across 16 studies. 36 Considering the comorbidity of word reading disabilities and attention deficits is estimated to be between 25% and 50% of children with reading difficulties, 37 , 38 it is important to look at attention struggles as a predictor of response to reading intervention.…”

Section: Introductionmentioning

confidence: 99%

A Real-World Data Study on the Impact of the ReadRx Cognitive Training and Reading Intervention on Cognition, Basic Reading Ability, and Psychosocial Skills for 3527 Children

Moore¹,

Miller²,

Moore³

et al. 2023

PRBM

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Background The state of reading proficiency among children in the United States continues to be a subject of concern among psychologists, teachers, parents, policy makers, and the education community at large. Despite the widespread use of curricular methods that teach basic reading skills, there remains a large percentage of children that struggle to read. Therefore, novel approaches to reading remediation should be explored. Purpose The aims of this study were to examine 1) the effect of a multicomponent cognitive and reading intervention on cognitive and reading skills; 2) the role of ADHD, age, sex, IQ score, and individual cognitive skills on the effectiveness of the ReadRx intervention; and 3) parent-reported behavioral outcomes following the ReadRx intervention. Methods The current study analyzed a large real-world dataset to examine cognitive, reading, and behavioral outcomes for struggling readers (n = 3527) who had completed 24 weeks (120 hours) of intense cognitive training integrated with a structured literacy intervention using ReadRx in a one-on-one clinic setting. Results Analyses of pretest and post-test scores showed statistically significant changes on all cognitive and reading measures including attention, visual processing, processing speed, long-term memory, working memory, reasoning, phonological awareness, Work Attack, phonetic coding, spelling, comprehension, and overall IQ score with medium to very large effect sizes. The results included an average 4.1-year gain in reading skills including a 6-year gain in phonological awareness. No differences were found based on age, sex, or ADHD status, and minimal differences were found based on pre-intervention IQ score and cognitive test scores. The study also included a qualitative thematic analysis of parent-reported behavioral outcomes revealing themes of improved cognition, academic performance, and psychosocial skills including confidence and perseverance. Conclusion Our findings were consistent with previous controlled studies on this intervention and offer an encouraging alternative instructional approach to reading remediation that aligns with the Science of Reading and includes intensive remediation of underlying cognitive skills.

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Comorbidity prevalence and treatment outcome in children and adolescents with ADHD

Reale

Bartoli

Cartabia

et al. 2017

Eur Child Adolesc Psychiatry

286

181

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Although ADHD comorbidity has been widely studied, some issues remain unsolved. This multicenter observational study aims to examine comorbid psychiatric disorders in a clinical sample of newly diagnosed, treatment naïve children and adolescents with and without ADHD and, to compare treatment efficacy based on the type of comorbidity. We performed an analysis of the medical records of patients identified from the Regional ADHD Registry database, enrolled in 18 ADHD centers in the 2011-2016 period. 1919 of 2861 subjects evaluated (67%) met the diagnostic criteria for ADHD: 650 (34%) had only ADHD, while 1269 (66%) had at least one comorbid psychiatric disorder (learning disorders, 56%; sleep disorders, 23%; oppositional defiant disorder, 20%; anxiety disorders, 12%). Patients with ADHD of combined type and with severe impairment (CGI-S ≥5) were more likely to present comorbidity. 382 of 724 (53%) followed up patients improved after 1 year of treatment. ADHD with comorbidity showed greater improvement when treated with combined interventions or methylphenidate alone. Specifically, combined treatment showed significant superiority for ADHD with learning disorders (ES 0.66) and ODD (ES 0.98), lower for ADHD with sleep or anxiety disorders. Training intervention alone showed only medium efficacy (ES 0.50) for ADHD and learning disorders. This study was the first describing comorbidity patterns of ADHD in Italy, confirming, in a multicenter clinical setting, that ADHD is more often a complex disorder. Findings highlight important diagnostic, therapeutic, and service organization aspects that should be broadly extended to ensure an appropriate and homogenous ADHD management.

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Reading difficulties and attention‐deficit/hyperactivity behaviours: evidence of an early association in a nonclinical sample

Cited by 4 publications

References 85 publications

Novice Readers: The Role of Focused, Selective, Distributed and Alternating Attention at the First Year of the Academic Curriculum

Novice Readers: The Role of Focused, Selective, Distributed and Alternating Attention at the First Year of the Academic Curriculum

A Real-World Data Study on the Impact of the ReadRx Cognitive Training and Reading Intervention on Cognition, Basic Reading Ability, and Psychosocial Skills for 3527 Children

Comorbidity prevalence and treatment outcome in children and adolescents with ADHD

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