Sublexical and Lexical Processing of Young Adults with Learning Disabilities and Attention Deficit/Hyperactivity Disorder

Gregg, Noël; Coleman, Chris; Stennett, R. G.; Davis, Mark D.P.; Nielsen, Kathleen; Knight, Deborah; Hoy, Cheri

doi:10.1007/978-1-4615-1011-6_20

Cited by 8 publications

(17 citation statements)

References 42 publications

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“…Although some studies show that ADHD is associated with reading comprehension difficulties (Brock & Knapp, 1996; Gregg et al, 2002; Samuelsson, et al, 2004), the findings are inconsistent (Ghelani et al, 2004). One major reason for inconsistent findings is that studies often confound ADHD with comorbid word decoding deficits, thus blurring whether difficulties stem from decoding or comprehension.…”

Section: Discussionmentioning

confidence: 99%

“…However, the research on ADHD and reading comprehension presents a mixed picture: some studies indicate that individuals with ADHD do have reading comprehension difficulties (Brock & Knapp, 1996; Gregg et al, 2002; Samuelsson et al, 2004), while others present inconclusive findings (Ghelani, Sidhu, Jain, & Tannock, 2004). We can identify three methodological reasons for this mixed picture.…”

Section: Listening Vs Reading Comprehensionmentioning

confidence: 99%

“…Test differences in length of texts (single sentences to long passages), in how meaningful and engaging texts are, and the method of assessment (Keenan, Betjemann, & Olson, 2008) can create differences in attentional load and thus influence the degree to which one might see the consequences of attention or executive function deficits (Cutting, Materek, Cole, Levine, & Mahone, 2009). Many studies examining reading comprehension in ADHD have used multiple-choice or cloze (i.e., fill in the blank) assessment formats (e.g., Ghelani et al, 2004; Gregg et al, 2002; Samuelsson et al, 2004). Such formats are easy to score, but they often are poor assessments of the reader’s understanding because they contain a large number of passage-independent questions, as shown for the Nelson-Denny Reading Test by Coleman, Lindstrom, Nelson, Lindstrom, and Gregg (2010) and for the Gray Oral Reading Test (GORT) by Keenan and Betjemann (2006).…”

Section: Listening Vs Reading Comprehensionmentioning

confidence: 99%

“…To illustrate how these methodological considerations complicate interpretation of findings, consider Gregg et al’s (2002) study of the reading and comprehension skills of undergraduates. Participants in one group were clinically diagnosed with ADHD and were not diagnosed with a comorbid learning disability.…”

Section: Listening Vs Reading Comprehensionmentioning

confidence: 99%

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

Miller

Keenan

Betjemann

et al. 2012

J Abnorm Child Psychol

117

101

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We examined reading comprehension in children with ADHD by assessing their ability to build a coherent mental representation that allows them to recall central and peripheral information. We compared children with ADHD (mean age 9.78) to word reading-matched controls (mean age 9.89) on their ability to retell a passage. We found that even though children with ADHD recalled more central than peripheral information, they showed their greatest deficit, relative to controls, on central information – a centrality deficit (Miller & Keenan, 2009). We explored the cognitive underpinnings of this deficit using regressions to compare how well cognitive factors (working memory, inhibition, processing speed, and IQ) predicted the ability to recall central information, after controlling for word reading ability, and whether these cognitive factors interacted with ADHD symptoms. Working memory accounted for the most unique variance. Although previous evidence for reading comprehension difficulties in children with ADHD have been mixed, this study suggests that even when word reading ability is controlled, children with ADHD have difficulty building a coherent mental representation, and this difficulty is likely related to deficits in working memory.

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Section: Discussionmentioning

confidence: 99%

Section: Listening Vs Reading Comprehensionmentioning

confidence: 99%

Section: Listening Vs Reading Comprehensionmentioning

confidence: 99%

Section: Listening Vs Reading Comprehensionmentioning

confidence: 99%

See 2 more Smart Citations

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

Miller

Keenan

Betjemann

et al. 2012

J Abnorm Child Psychol

117

101

View full text Add to dashboard Cite

show abstract

“…Approximately 25% to 40% of individuals with ADHD have a Reading Disorder (RD) (Willcutt & Pennington, 2000). Regardless of RD status, individuals with ADHD have difficulty identifying written words (McGrath et al, 2011; Willcutt et al, 2010), demonstrate slower, less accurate sight word reading and non-word decoding (Ghelani, Sidhu, Jain, & Tannock, 2004; Jacobson et al, 2011; Willcutt, Pennington, Olson, & DeFries, 2007), and have difficulty constructing meaning from text (Brock & Knapp, 1996; Gregg et al, 2002; Miller et al, 2013; Samuelsson, Lundberg, & Herkner, 2004). …”

mentioning

confidence: 99%

Reaction Time Variability Associated with Reading Skills in Poor Readers with ADHD

Tamm

Epstein

Denton

et al. 2014

J Int Neuropsychol Soc

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Objective Linkages between neuropsychological functioning (i.e., response inhibition, processing speed, reaction time variability) and word reading have been documented among children with Attention-Deficit/Hyperactivity Disorder (ADHD) and children with Reading Disorders. However, associations between neuropsychological functioning and other aspects of reading (i.e., fluency, comprehension) have not been well-documented among children with comorbid ADHD and Reading Disorder. Method Children with ADHD and poor word reading (i.e., ≤25th percentile) completed a stop signal task (SST) and tests of word reading, reading fluency, and reading comprehension. Multivariate multiple regression was conducted predicting the reading skills from SST variables [i.e., mean reaction time (MRT), reaction time standard deviation (SDRT), and stop signal reaction time (SSRT)]. Results SDRT predicted word reading, reading fluency, and reading comprehension. MRT and SSRT were not associated with any reading skill. After including word reading in models predicting reading fluency and reading comprehension, the effects of SDRT were minimized. Discussion Reaction time variability (i.e., SDRT) reflects impairments in information processing and failure to maintain executive control. The pattern of results from this study suggest SDRT exerts its effects on reading fluency and reading comprehension through its effect on word reading (i.e., decoding) and that this relation may be related to observed deficits in higher-level elements of reading.

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Considering Cognitive Traits of University Students with Dyslexia in the Context of a Learning Management System

Mejía

Díaz

González

et al. 2011

Foundations of Augmented Cognition. Directing the Future of Adaptive Systems

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This paper studies the cognitive processes involved in reading among Spanish-speaking university students with dyslexia, and proposes to evaluate these processes to identify specific cognitive traits. On this basis, an automated battery for the assessment of cognitive processes was designed to be included in a learning management system (LMS). To integrate this battery into the LMS, a web service architecture that works independently of the LMS was designed. The assessment battery has been built based on a multimodal communication mechanism that delivers evaluation tasks using the visual, auditory, and speech communication channels of human-computer interaction.

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Sublexical and Lexical Processing of Young Adults with Learning Disabilities and Attention Deficit/Hyperactivity Disorder

Cited by 8 publications

References 42 publications

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

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

Reaction Time Variability Associated with Reading Skills in Poor Readers with ADHD

Considering Cognitive Traits of University Students with Dyslexia in the Context of a Learning Management System

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