The association of ADHD symptoms and reading acquisition during elementary school years.

Abstract

The present longitudinal study aimed to investigate the influence of ADHD symptoms on reading development in elementary schoolchildren. To this end, repeated assessments of ADHD symptoms (teacher ratings of inattention, hyperactivity, and impulsivity) and reading achievement (standardized tests of decoding speed and text comprehension) were examined in a sample comprising 2,014 elementary schoolchildren at the end of Grades 1, 2, 3, respectively, and in the middle of Grade 4. Latent change score models revealed that the level of ADHD symptoms was associated with lower levels and less growth in decoding speed and text comprehension. Furthermore, individual differences in changes in ADHD symptoms and reading performance were negatively associated. Together, these results indicate commonalities in the development of ADHD symptomatology and reading achievement throughout elementary school. (PsycINFO Database Record

Analyzing the developmental relation of academic self-concept and achievement in elementary school children: Alternative models point to different results.

“…Data collection was carried out in the context of a large-scale longitudinal study in South Germany (Project “Schulreifes Kind,” Ehm, Kerner auch Koerner, Gawrilow, Hasselhorn, & Schmiedek, 2016; Hasselhorn et al, 2012). For the present study, data from the end of Grade 1, when children were about 7.30 years old ( SD = .47), to the middle of Grade 4 were used.…”

Legasthenie und ADHS: Ursprung, Identifikation und Förderung im Schulalltag aus wissenschaftlicher Perspektive

“…B. Aufmerksamkeit, Motivation, Selbstregulation) auf die Schriftsprachentwicklung entwickelt sich stetig weiter. Gerade die Schwierigkeiten im Bereich der aktiven Selbstregulation verbinden Kinder mit Leseproblemen auch mit anderen neurodiversen Ausprägungen wie ADHS (Ehm et al, 2016;Lonergan et al, 2019). Etwa 50% der Kinder mit Legasthenie zeigen komorbide Ausprägungen anderer Verhaltensauffälligkeiten (Moll, 2022) Schwerpunkt der Verarbeitung in der rechten Gehirnhälfte, die eine holistische Verarbeitung begünstigt (Eide & Eide, 2023).…”

“…Dazu gehören die Fähigkeiten, Reize zu unterdrücken, um sich auf etwas zu konzentrieren und die Fähigkeit, innerhalb kurzer Zeit zwischen verschiedenen Aufgabenstellungen hin-und herspringen zu können. Diese Herausforderungen hängen auch mit impulsivem Verhalten zusammen und verbinden die Entwicklungsdyslexie mit ADHS (Lonergan et al, 2019;Ehm et al, 2016). Etwa jedes fünfte Kind mit Lese-oder Rechtschreibschwäche zeigt auch Symptome von ADHS (Schuchardt et al, 2017).…”

Using COVID-19 as an Opportunity to Build Collaborations With Schools

“…Students with ADHD already struggle with acquiring skills such as reading at level with peers; these new obstacles lead to missed assignments, worsening grades, and rising concern for how far behind these students will fall during this time of virtual learning. 16 Typically, these students would be supported with an IEP-more time for tests, a quiet space, more individualized education-but these educational supports might look different virtually then they did in person. 17 As families are presenting to their health care providers expressing concern for new or worsening ADHD symptoms, there are increased difficulties in assessments.…”