Distinctive patterns of language and executive functions contributing to reading development in chinese-speaking children with ADHD

Attention Deficit Hyperactivity Disorder (ADHD) significantly influences children’s language acquisition and usage. This theoretical study explores the multifaceted impact of ADHD on language development, specifically focusing on reading and writing challenges. Existing research reveals that approximately 30% of children with ADHD show significant delays in reading proficiency. Additionally, about 40% of these children struggle with phonological processing, which directly impacts their reading and writing skills. Interventions targeting executive function training combined with phonics-based instruction have been shown to significantly improve language outcomes. This study introduces a comprehensive framework connecting these challenges to specific interventions and collaborative strategies, emphasizing the importance of a multi-disciplinary approach. This work provides perspectives on the specific connections between ADHD symptoms and language difficulties, offering detailed potential solutions based on empirical data. Moreover, it features the necessity of adopting integrated intervention strategies to advance academic outcomes and communicative competencies for children with ADHD, providing new understandings into effective educational practices.

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Metalinguistic and Reading Skills in a Sample of Colombian Children with Attention Deficit Hyperactivity Disorder

Montoya-Londoño,

Landínez-Martínez,

Aguirre-Aldana

et al. 2024

Children

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Objective: This study aimed to examine metalinguistic skills and reading processes in children diagnosed with ADHD, compared to a matched control group. Method: An explanatory experimental design was employed, involving a sample of 194 children from Manizales, comprising 97 children diagnosed with ADHD and 97 controls. The study utilized tasks from the Children’s Neuropsychological Assessment (CNA) protocol to assess metalinguistic and reading abilities. Results: Children with ADHD exhibited significantly lower performance across all metalinguistic and reading tasks compared to the control group, except for spelling and silent reading comprehension tasks. Conclusions: These findings corroborate previous research conducted in Manizales, underscoring the specific challenges in metalinguistic and reading domains among children with ADHD. Future research should explore the influence of working memory on phonological awareness and its implications for metalinguistic skills and reading development.

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Distinctive patterns of language and executive functions contributing to reading development in chinese-speaking children with ADHD

Cited by 4 publications

References 83 publications

A Tale of Age and Abilities: Analyzing Narrative Macrostructure Development in Chinese Preschoolers Through the Lens of Story Grammar

A Tale of Age and Abilities: Analyzing Narrative Macrostructure Development in Chinese Preschoolers Through the Lens of Story Grammar

Identifying Language Development in Children with ADHD: Differential Challenges, Interventions, and Collaborative Strategies

Metalinguistic and Reading Skills in a Sample of Colombian Children with Attention Deficit Hyperactivity Disorder

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