The Effects of Methylphenidate on Word Decoding Accuracy in Boys With Attention-Deficit/Hyperactivity Disorder

Abstract

The investigation aimed to delineate the immediate effect of methylphenidate on decoding in the comorbid condition of attention-deficit/hyperactivity disorder and reading disorder. Boys with attention-deficit/hyperactivity and reading disorders (n = 25) between the ages of 7.9 and 11.7 years, with at least average intelligence and verbal processing abilities participated in a double-blind, acute, randomized, placebo-controlled crossover trial with a single dose of methylphenidate 0.3 to 0.4 mg/kg with weekly intervals between testing sessions. The test battery included tasks of attention/control functions and reading domain functions. Paired comparisons and first trial group comparison comparing performance under placebo and under methylphenidate were used. Methylphenidate selectively improved strategy/set shift (P = 0.004) and facilitated improvement both in rapid naming (P = 0.043) and word/nonword accuracy (P = 0.028/P = 0.035). These findings lend support to a possible influence of methylphenidate on cognitive attention functions related to reading skills in the comorbid group.

The Co-occurrence of Reading Disorder and ADHD

“…Tannock et al (2000) investigated the effect of MPH in an ADHD sample, 25% of which included participants with comorbid RD and ADHD, and found improvements in rapid naming in tests of color naming with an effect size of .10, though effects for the co-occurring group were not reported separately. Similarly, Bental and Tirosh (2008) also found significant treatment benefits for MPH on cognitive attention functions in a sample of 25 boys with ADHD (aged 8-12) in a placebo-controlled crossover trial with randomized sequence. Improvements were seen in rapid naming of digits, strategy and set shift (a core executive domain deficit of ADHD), and decoding accuracy of words and nonwords.…”

Does methylphenidate improve academic performance? A systematic review and meta-analysis

“…Spelling was measured by spelling lists assigned by teachers or taken from local school district lists. Only two out of three studies from our search reported spelling accuracy [31,32], the third study only reported standardized means related to baseline scores [33]. As only two studies met inclusion criteria and minimum number of studies to perform a meta-analysis is three [34] we limited our analysis to a narrative description and qualitative synthesis.…”

The Impact of Intensive Reading Intervention on Level of Attention in Middle School Students

“…Treatments of ADHD with stimulant medication (Bental & Tirosh, 2008; Keulers et al, 2007), behavioral interventions (DuPaul et al, 2006; Volpe, DuPaul, Jitendra, & Tresco, 2009), and their combination (MTA Cooperative Group, 1999) are associated with improved reading, though the effects fade over time (MTA Cooperative Group, 2004). Rabiner and Malone (2004) found that participation in reading intervention does not benefit students with comorbid reading and attention problems, even though it improved the reading outcomes of children with either RD or inattention (i.e., those without comorbidity).…”