Reading comprehension and reading related abilities in adolescents with reading disabilities and attention‐deficit/hyperactivity disorder

Abstract

Reading comprehension is a very complex task that requires different cognitive processes and reading abilities over the life span. There are fewer studies of reading comprehension relative to investigations of word reading abilities. Reading comprehension difficulties, however, have been identified in two common and frequently overlapping childhood disorders: reading disability (RD) and attention-deficit/hyperactivity disorder (ADHD). The nature of reading comprehension difficulties in these groups remains unclear. The performance of four groups of adolescents (RD, ADHD, comorbid ADHD and RD, and normal controls) was compared on reading comprehension tasks as well as on reading rate and accuracy tasks. Adolescents with RD showed difficulties across most reading tasks, although their comprehension scores were average. Adolescents with ADHD exhibited adequate single word reading abilities. Subtle difficulties were observed, however, on measures of text reading rate and accuracy as well as on silent reading comprehension, but scores remained in the average range. The comorbid group demonstrated similar difficulties to the RD group on word reading accuracy and on reading rate but experienced problems on only silent reading comprehension. Implications for reading interventions are outlined, as well as the clinical relevance for diagnosis.

The Effects of Repetitive Reading and PQRS Strategy in the Development of Reading Skill

“…For this reason, very few studies have explained the connection between coding and reading comprehension (Ghelani, Sidhu, Jain & Tannock, 2004).…”

Academic, Behavioral, and Cognitive Effects of OROS® Methylphenidate on Older Children with Attention-Deficit/Hyperactivity Disorder

“…Specific academic difficulties noted in children with ADHD include slower reading fluency (Ghelani et al 2004), weaker reading comprehension (Ghelani et al 2004), and poor penmanship (Racine et al 2008). Mastery of academic skills can also be hampered by the secondary effects (impulsivity, inattention, and disorganization) that ADHD can have upon a child's ability to practice newly learned skills or study recently presented material in the homework setting.…”

Desempeño lector en niños con diagnóstico de TDAH (Trastorno de Déficit de Atención con Hiperactividad)/ Reading performance in children with ADHD (Attention-Deficit/Hyperactivity Disorder)

“…En cuanto al análisis por subgrupos (combinado, inatento y control), se observaron diferencias significativas en la mayoría de puntuaciones obtenidas entre los mencionados subgrupos, siendo importante tener en cuenta que según la literatura estas diferencias en el rendimiento lector se dan entre grupos controles y grupos diagnosticados con TDAH (Da Silva, Orlandi & Capellini, 2011;Ghelani et al, 2004;Lobo, Alberto & Objetivo, 2008) y no frente al subtipo TDAH, con respecto al cual la literatura revisada no reporta amplia evidencia de diferencias significativas que determine el desempeño lector en beneficio de un subtipo sobre otro, aunque sí se ha informado la tendencia de mayor rendimiento en velocidad lectora a favor del grupo combinado sobre el inatento (Miranda, García & Jara, 2001). Este hallazgo es consistente con observaciones que informan que en las tareas que involucran velocidad de procesamiento, el peor rendimiento se encuentra en el grupo inatento (Capdevila-Brophy et al, 2005), y también pudiera constituir evidencia empírica para profundizar en el modelo de comorbilidad del TDAH con la dislexia.…”

“…Otros trabajos también han establecido que el desempeño lector en niños y adolescentes diagnosticados con TDAH es inferior frente a los controles (Ghelani, Sidhu, Umesh & Tannock, 2004). Una variable de interés es la taxonomía por subtipo del TDAH, ante lo cual son escasos los estudios que han observado diferencias en la lectura de acuerdo con el subtipo clínico; algunos de estos estudios informan que los niños con el subtipo inatento presentan mayores problemas en las tareas que involucran tiempo que los niños diagnosticados con el subtipo combinado (Capdevila-Brophy et al, 2005;Willcutt et al, 2001).…”