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Sublexical and Lexical Processing of Young Adults with Learning Disabilities and Attention Deficit/Hyperactivity Disorder

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Book cover Basic Functions of Language, Reading and Reading Disability

Part of the book series: Neuropsychology and Cognition ((NPCO,volume 20))

Abstract

The purpose of this research was to investigate the performance of three groups of English-speaking university students with disabilities, which included: (a) 93 with learning disabilities (LD); (b) 64 with attention deficit/hyperactivity disorder (AD/HD); and (c) 54 with LD + AD/HD. The profiles of the students with disabilities were compared to those of 100 of their normally-achieving peers across several phonological and orthographic processing measures, as well as standardized measures of reading-decoding (of real and nonsense words), spelling, listening comprehension, and reading comprehension. In addition, analyses were conducted to determine which measures were predictive of performance on selected measures of reading and spelling abilities. Implications for assessment, intervention, and accommodations are provided.

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Authors
  1. N. Gregg
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  2. C. Coleman
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  3. R. Stennett
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  4. M. Davis
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  5. K. Nielsen
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  6. D. Knight
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  7. C. Hoy
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Editors and Affiliations

  1. University of Leipzig, Germany

    Evelin Witruk  & Thomas Lachmann  & 

  2. Max-Planck Institute of Cognitive Neuroscience, Leipzig, Germany

    Angela D. Friederici

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Gregg, N. et al. (2002). Sublexical and Lexical Processing of Young Adults with Learning Disabilities and Attention Deficit/Hyperactivity Disorder. In: Witruk, E., Friederici, A.D., Lachmann, T. (eds) Basic Functions of Language, Reading and Reading Disability. Neuropsychology and Cognition, vol 20. Springer, Boston, MA. https://doi.org/10.1007/978-1-4615-1011-6_20

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  • DOI: https://doi.org/10.1007/978-1-4615-1011-6_20

  • Publisher Name: Springer, Boston, MA

  • Print ISBN: 978-1-4613-5350-8

  • Online ISBN: 978-1-4615-1011-6

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