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Abstract

Research has demonstrated a high prevalence of language impairments (LI) and reading disabilities (RD) in children with attention deficit hyperactivity disorder (ADHD). Since RD is also associated with LI, it is unclear whether the language impairments are specific to ADHD or associated with comorbid RD. The language abilities of ADHD children with and without RD were investigated in a task requiring recall of a lengthy narrative, and in tests assessing knowledge of the semantic aspects of language. The study was conducted with 50 boys--14 ADHD, 14 ADHD + RD, 8 RD, and 14 normal controls, aged 7 to 11. Children with ADHD (ADHD-only, ADHD + RD) exhibited difficulties in organizing and monitoring their story retelling. Children with RD (RD-only, ADHD + RD) demonstrated deficits in receptive and expressive semantic language abilities on the language processing tests. The comorbid group (ADHD + RD) exhibited the deficits of both ADHD and RD children. The deficiencies of ADHD children are consistent with higher-order executive function deficits while the deficits of RD children are consistent with deficits in the basic semantics of language processing.

Neuropsychological Performance of Egyptian Children with Autism Spectrum Disorder and Attention Deficit Hyperactivity Disorder

“…Kim & Kaiser, 2000;Purvis & Tannock, 1997). However, this study confirmed earlier findings (e.g., Barini & Hage, 2015;Purvis & Tannock, 1997) that children with ADHD have verbal comprehension difficulties.…”

“…Kim & Kaiser, 2000;Purvis & Tannock, 1997). However, this study confirmed earlier findings (e.g., Barini & Hage, 2015;Purvis & Tannock, 1997) that children with ADHD have verbal comprehension difficulties. It is of note that we used Comprehension of Instructions subtest, which demands the ability to receive, process, and execute instructions of increasing syntactic complexity, which may have further increased the working memory load.…”

The Cumulative Effect of Hyperactivity and Peer Relationships on Reading Comprehension

“…The small sample size, use of participants from one geographic area, and particular demographics of the population should be taken into account when attempting to generalize the results. It can be noted also that previous studies have been published on the subject matter with fewer study participants (Purvis & Tannock, 1997). In addition, students in the study were all a part of a larger research study and the sample was not randomly chosen.…”

“…A longitudinal study which assessed 200 children at age ten, thirteen, seventeen, and twenty seven found that during middle childhood the children rated as having high levels of inattentiveness and hyperactivity were also rated as poor readers with more behavior problems (Willcutt & Pennington, 2000). Other studies have found a link between students who fit the criteria for ADHD and reading disabilities (Ghelani et al, 2004;Purvis & Tannock, 1997) and or behavior problems (Maughan et al, 1996). Maughan et al (1996) focused on reading problems and antisocial behavior in twins.…”

“…Children who have identifiable levels of hyperactivity or inattention tend to have some difficulty with reading comprehension (Ghelani et al, 2004;Velting & Whitehurst, 1997;Purvis & Tannock, 1997;Cantwell & Satter-field, 1978). Further findings allude to a connection between hyperactivity, reading comprehension and peer/conduct problems (McGee et al, 2002;Maughan et al, 1996).…”