Spelling errors among children with ADHD symptoms: The role of working memory

Re, Anna Maria; Mirandola, Chiara; Esposito, Stefania; Capodieci, Agnese

doi:10.1016/j.ridd.2014.05.010

Cited by 36 publications

(39 citation statements)

References 21 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…However, some studies also indicate a relationship between attention and nonhomophone errors. The errors are mainly accents and doublings [46]. The results confirmed that children with ADHD symptoms (between 8 and 11 years of age) have spelling difficulties, produce a higher percentage of errors compared to control group children, and that these difficulties are augmented under a higher load of active attentive elaboration of verbal information, especially for phonological errors.…”

Section: Reading Writing and Attentionsupporting

confidence: 64%

Attentional Factors Involved in Learning in the First Grade

Bigozzi

Grazi

Pezzica

2016

J. Intellect. Disabl. Diagn. Treat.

View full text Add to dashboard Cite

Abstract:In the school population, attentional problems are one of the most frequent causes of failure in learning; sometimes these take the form of a specific deficit and in other cases an attention disorder occurs in comorbidity with a learning disorder. It seems crucial to focus on what peculiar characteristics of attention are involved in basic learning in order to contribute to the diagnostic order and to arrange paths of development.This research aims to verify the weight of the different components of attention involved in the outcomes of the first stages of learning.A total of 69 children (34 males and 35 females, aged 6.4±1.1 years and 7.3±1.2 years respectively) in first grade, participated in the study. The results of the correlational analysis carried out show that there are specific significant relationships between the various components of attention and performance in reading, writing and calculation. In particular, visual attention appears to be the aspect most involved in the initial development of the learning of these three abilities.

show abstract

Section: Reading Writing and Attentionsupporting

confidence: 64%

Attentional Factors Involved in Learning in the First Grade

Bigozzi

Grazi

Pezzica

2016

J. Intellect. Disabl. Diagn. Treat.

View full text Add to dashboard Cite

show abstract

“…Recent studies have demonstrated the importance of addressing and considering working memory capacity in children with ADHD, who make increased spelling errors when facing a high phonological working memory load (Re et al, 2014). Likewise, there is new evidence from a fractions intervention program suggesting differential treatment outcomes for children with very weak working memory (Fuchs et al, 2014).…”

Section: Discussionmentioning

confidence: 99%

“…Working memory also significantly contributed to spelling, in addition to phonological processing, in children with very low birth weight and periventricular brain injury (Downie et al, 2005). The severity of overall literacy difficulties is significantly associated with working memory and phonological processing abilities, suggesting that working memory may represent a constraint on the development of skills or knowledge in the area of spelling or reading (Gathercole et al, 2006; Re et al, 2014). …”

Section: Discussionmentioning

confidence: 99%

Cognitive factors contributing to spelling performance in children with prenatal alcohol exposure.

Glass¹,

Graham²,

Akshoomoff³

et al. 2015

Neuropsychology

View full text Add to dashboard Cite

Objective Heavy prenatal alcohol exposure is associated with impaired school functioning. Spelling performance has not been comprehensively evaluated. We examined whether children with heavy prenatal alcohol exposure demonstrate deficits in spelling and related abilities, including reading, and tested whether there are unique underlying mechanisms for observed deficits in this population. Method Ninety-six school-age children comprised two groups: children with heavy prenatal alcohol exposure (AE, n=49) and control children (CON, n=47). Children completed select subtests from the WIAT-II and NEPSY-II. Group differences and relations between spelling and theoretically-related cognitive variables were evaluated using MANOVA and Pearson correlations. Hierarchical regression analyses were utilized to assess contributions of group membership and cognitive variables to spelling performance. The specificity of these deficits and underlying mechanisms was tested by examining the relations between reading ability, group membership, and cognitive variables. Results Groups differed significantly on all variables. Group membership and phonological processing significantly contributed to spelling performance. In addition, a significant group*working memory interaction revealed that working memory independently contributed significantly to spelling only for the AE group. All cognitive variables contributed to reading across groups and a group*working memory interaction revealed that working memory contributed independently to reading only for alcohol-exposed children. Conclusion Alcohol-exposed children demonstrated a unique pattern of spelling deficits. The relation of working memory to spelling and reading was specific to the AE group, suggesting that if prenatal alcohol exposure is known or suspected, working memory ability should be considered in the development and implementation of explicit instruction.

show abstract

“…The worst performance in GIII may also be related to problems in executive function, especially in operational memory, which make the recovery of the orthographic representation less automatic among these children (24) . The students in GII had worse performance than those in GIII in making mistake in phoneme-grapheme correspondence depending on the P/GCDC.…”

Section: Discussionmentioning

confidence: 99%

Desempenho ortográfico de escolares com dislexia do desenvolvimento e com dislexia do desenvolvimento associado ao transtorno do déficit de atenção e hiperatividade

Alves

Casella

Ferraro

2016

CoDAS

View full text Add to dashboard Cite

RESUMO Objetivo Analisar e classificar o desempenho ortográfico, de acordo com a semiologia dos erros, de crianças com dislexia do desenvolvimento e com dislexia do desenvolvimento e transtorno do déficit de atenção e hiperatividade em relação a um grupo de crianças sem queixas de aprendizagem escolar. Métodos Participaram da pesquisa 70 crianças, estudantes do 3º ao 5º distribuídas em três grupos: 32 escolares sem queixa de dificuldade de aprendizagem (GI), média de idade de 9,5 anos; 22 escolares com dislexia do desenvolvimento (GII), média de idade de 10 anos; e 16 escolares com dislexia do desenvolvimento e transtorno do déficit de atenção e hiperatividade (GIII), média de idade de 9,9. A habilidade de ortografia das crianças foi avaliada por meio de um ditado de palavras padronizado. Resultados Os dados indicaram que os escolares do GII e do GIII apresentaram um pior desempenho quando comparados ao GI. Não houve diferença estatística entre o desempenho dos escolares do GII e do GIII quanto ao número de acertos na ortografia, embora o desempenho do GIII tenha sido pior. Os escolares do GII e do GIII diferiram apenas quanto ao tipo de erro ortográfico produzido por cada grupo. Conclusão Os dados da presente pesquisa contribuem para o delineamento de melhores programas interventivos para a população estudada.

show abstract

Spelling errors among children with ADHD symptoms: The role of working memory

Cited by 36 publications

References 21 publications

Attentional Factors Involved in Learning in the First Grade

Attentional Factors Involved in Learning in the First Grade

Cognitive factors contributing to spelling performance in children with prenatal alcohol exposure.

Desempenho ortográfico de escolares com dislexia do desenvolvimento e com dislexia do desenvolvimento associado ao transtorno do déficit de atenção e hiperatividade

Contact Info

Product

Resources

About