Reading Performance of Young Adults With ADHD Diagnosed in Childhood

Miranda, Ana; Mercader, Jéssica; Fernández, Marcos; Diago, Carla Colomer

doi:10.1177/1087054713507977

Cited by 25 publications

(22 citation statements)

References 73 publications

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“…Based on the invariance measurement results, it is safe to conclude that these differences are true differences between the groups, and not merely artifacts of the task performing differently between groups. Therefore, the results of this study endorse and confirm previous results indicating lower scores obtained by children with ADHD in reading and spelling tasks in relation to unaffected children (e.g., Willcutt et al, 2005 ; Greven et al, 2012 ; Johnels et al, 2014 ; Re et al, 2014 ; Pham, 2016 ; Miranda et al, 2017 ).…”

Section: Discussionsupporting

confidence: 91%

Testing Measurement Invariance across Groups of Children with and without Attention-Deficit/ Hyperactivity Disorder: Applications for Word Recognition and Spelling Tasks

et al. 2017

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Although studies have consistently demonstrated that children with attention-deficit/hyperactivity disorder (ADHD) perform significantly lower than controls on word recognition and spelling tests, such studies rely on the assumption that those groups are comparable in these measures. This study investigates comparability of word recognition and spelling tests based on diagnostic status for ADHD through measurement invariance methods. The participants (n = 1,935; 47% female; 11% ADHD) were children aged 6–15 with normal IQ (≥70). Measurement invariance was investigated through Confirmatory Factor Analysis and Multiple Indicators Multiple Causes models. Measurement invariance was attested in both methods, demonstrating the direct comparability of the groups. Children with ADHD were 0.51 SD lower in word recognition and 0.33 SD lower in spelling tests than controls. Results suggest that differences in performance on word recognition and spelling tests are related to true mean differences based on ADHD diagnostic status. Implications for clinical practice and research are discussed.

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Section: Discussionsupporting

confidence: 91%

Testing Measurement Invariance across Groups of Children with and without Attention-Deficit/ Hyperactivity Disorder: Applications for Word Recognition and Spelling Tasks

et al. 2017

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“…The ADHD group primarily displayed decreased executive functioning skills, although they also performed lower than TYP on most reading measures while scoring higher than COM and RD. These findings substantiate previous studies demonstrating lower performance of ADHD compared to TYP in reading comprehension (Miller et al, 2013;Miranda, Mercader, Fernández, & Colomer, 2017;Stern & Morris, 2013), rapid naming (De Jong, Licht, Sergeant, & Oosterlaan, 2013;Ryan et al, 2017), sound discrimination (Smith, Taylor, Rogers, Newman, & Rubia, 2002;Toplak, Rucklidge, Hetherington, John, & Tannock, 2003), and phonological and orthographic processing (Pennington et al, 1993;Purvis & Tannock, 2000;Willcutt et al, 2005).…”

Section: Behavioral Findingssupporting

confidence: 91%

Comorbidity of reading disabilities and ADHD: Structural and functional brain characteristics

Langer

Benjamin

Becker

et al. 2019

Human Brain Mapping

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Reading disabilities (RD) and attention‐deficit/hyperactivity disorder (ADHD) are two of the most common developmental disorders. RD and ADHD frequently co‐occur, which raises questions about how the disorders interact and to what extent they can be differentiated. To date, the underlying neural mechanisms leading to RD–ADHD comorbidity (COM) are not understood. In this study, structural and functional magnetic resonance imaging (fMRI) were combined with comprehensive behavioral testing in order to characterize the behavior, brain structure, and neural correlates of executive function, phonological processing and reading fluency in 60 children with clinical diagnoses of RD, ADHD, or COM, and controls. Whole‐brain analyses of variance were performed on cortical thickness values and on the data of the three fMRI tasks to investigate overall group differences. To validate these findings, a region of interest analysis was performed in regions that have previously been shown to exhibit group differences in children with RD or ADHD using the same paradigms. The neuroimaging results demonstrated structural and functional atypicalities for COM in regions that are frequently associated with deficits in children with isolated ADHD or RD. A combination of shared and distinctive brain alterations between the clinical groups was identified, supporting the multiple deficit model for ADHD, RD, and its comorbidity.

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“…Despite a growing body of empirical studies involving the BRIEF-A, there is still a paucity of publications. Some reports have demonstrated elevated BRIEF-A scores in adults with ADHD (Grane, Endestad, Pinto, & Solbakk, 2014; Miranda, Mercader, Fernandez, & Colomer, 2013; Roth, Lance, Isquith, Fischer, & Giancola, 2013), pathological gamblers (Reid, McKittrick, Davtian, & Fong, 2012), ecstasy/polydrug users (Hadjiefthyvoulou, Fisk, Montgomery, & Bridges, 2012), and adult survivors of pediatric acute lymphoblastic leukemia (Tamnes et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

Behavior Rating Inventory of Executive Function Adult Version in Patients with Neurological and Neuropsychiatric Conditions: Symptom Levels and Relationship to Emotional Distress

Løvstad

Sigurðardóttir

Andersson

et al. 2016

J Int Neuropsychol Soc

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Reading Performance of Young Adults With ADHD Diagnosed in Childhood

Abstract: The findings point out that reading should be assessed in individuals with ADHD as part of their evaluation to design effective early interventions.

Cited by 25 publications

References 73 publications

Testing Measurement Invariance across Groups of Children with and without Attention-Deficit/ Hyperactivity Disorder: Applications for Word Recognition and Spelling Tasks

Testing Measurement Invariance across Groups of Children with and without Attention-Deficit/ Hyperactivity Disorder: Applications for Word Recognition and Spelling Tasks

Comorbidity of reading disabilities and ADHD: Structural and functional brain characteristics

Behavior Rating Inventory of Executive Function Adult Version in Patients with Neurological and Neuropsychiatric Conditions: Symptom Levels and Relationship to Emotional Distress

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