Interference Effect and Reading Skills in Children with Attention Disorders

Abstract

Aim of this study was to examine the performance on Polish experimental version of classical Stroop test in 36 ADHD-C children in comparison with 35 healthy children matched for age and IQ WISC-R. It was hypothesized that children withADHD will exhibit diminished ability to control interference and will make more errors than their healthy counterparts. In contradictory with expectations, there was showed little if any evidence for specific deficit in interference control in this ADHD sample. A remarkable finding of this study was to demonstrate the developmental differences in reading skills in age range 8-11 years between typically developing children and ADHD group which displays a virtually no progress in reading automaticity and color naming speed over the period.