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Research on Child and Adolescent Psychopathology

Gepubliceerd in:

01-04-2013

Reading Comprehension in Children with ADHD: Cognitive Underpinnings of the Centrality Deficit

Auteurs: Amanda C. Miller, Janice M. Keenan, Rebecca S. Betjemann, Erik G. Willcutt, Bruce F. Pennington, Richard K. Olson

Gepubliceerd in: Research on Child and Adolescent Psychopathology | Uitgave 3/2013

Abstract

We examined reading comprehension in children with ADHD by assessing their ability to build a coherent mental representation that allows them to recall central and peripheral information. We compared children with ADHD (mean age 9.78) to word reading-matched controls (mean age 9.89) on their ability to retell a passage. We found that even though children with ADHD recalled more central than peripheral information, they showed their greatest deficit, relative to controls, on central information—a centrality deficit (Miller and Keenan, Annals of Dyslexia 59:99–113, 2009). We explored the cognitive underpinnings of this deficit using regressions to compare how well cognitive factors (working memory, inhibition, processing speed, and IQ) predicted the ability to recall central information, after controlling for word reading ability, and whether these cognitive factors interacted with ADHD symptoms. Working memory accounted for the most unique variance. Although previous evidence for reading comprehension difficulties in children with ADHD have been mixed, this study suggests that even when word reading ability is controlled, children with ADHD have difficulty building a coherent mental representation, and this difficulty is likely related to deficits in working memory.

vorige artikel Executive Functions in Preschool Children with Externalizing Behavior Problems: A Meta-Analysis

volgende artikel Increased Intrasubject Variability in Boys with ADHD Across Tests of Motor and Cognitive Control

The individualized testing of our sample took place over many years. During that time, newer versions of some of our tests came on the market. However, to maintain continuity with earlier data collection on the project, we needed to continue to use the earlier versions. What typically varies across versions are only the norming data used to compute standard scores. Our analyses do not use standard scores, but rather are based on our standardizing the raw scores for each test.

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Titel: Reading Comprehension in Children with ADHD: Cognitive Underpinnings of the Centrality Deficit
Auteurs: Amanda C. Miller
Janice M. Keenan
Rebecca S. Betjemann
Erik G. Willcutt
Bruce F. Pennington
Richard K. Olson
Publicatiedatum: 01-04-2013
Uitgeverij: Springer US
Gepubliceerd in: Research on Child and Adolescent Psychopathology / Uitgave 3/2013
Print ISSN: 2730-7166
Elektronisch ISSN: 2730-7174
DOI: https://doi.org/10.1007/s10802-012-9686-8

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