The Association of ADHD Symptoms and Reading Acquisition during Elementary School Years

Autor/inn/en	Ehm, Jan-Henning; Kerner auch Koerner, Julia; Gawrilow, Caterina; Hasselhorn, Marcus; Schmiedek, Florian
Titel	The Association of ADHD Symptoms and Reading Acquisition during Elementary School Years
Quelle	In: Developmental Psychology, 52 (2016) 9, S.1445-1456 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/dev0000186
Schlagwörter	Correlation; Elementary School Students; Attention Deficit Hyperactivity Disorder; Individual Differences; Symptoms (Individual Disorders); Reading Achievement; Behavior Change; Longitudinal Studies; Decoding (Reading); Standardized Tests; Teacher Attitudes; Elementary School Teachers; Conceptual Tempo; Foreign Countries; Child Behavior; Check Lists; Factor Analysis; Goodness of Fit; Gender Differences; Reading Rate; Likert Scales; Behavior Problems; Questionnaires; Screening Tests; Statistical Analysis; Germany; Child Behavior Checklist; Strengths and Difficulties Questionnaire + Suchen Sie Ihr Suchwort? Korrelation; Individueller Unterschied; Psychiatrische Symptomatik; Leseleistung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Dekodierung; Standadised tests; Standardisierter Test; Lehrerverhalten; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ausland; Checkliste; Faktorenanalyse; Geschlechterkonflikt; Reading readiness; Reading speed; Lesegeschwindigkeit; Likert-Skala; Fragebogen; Screening-Verfahren; Statistische Analyse; Deutschland
Abstract	The present longitudinal study aimed to investigate the influence of ADHD symptoms on reading development in elementary schoolchildren. To this end, repeated assessments of ADHD symptoms (teacher ratings of inattention, hyperactivity, and impulsivity) and reading achievement (standardized tests of decoding speed and text comprehension) were examined in a sample comprising 2,014 elementary schoolchildren at the end of Grades 1, 2, 3, respectively, and in the middle of Grade 4. Latent change score models revealed that the level of ADHD symptoms was associated with lower levels and less growth in decoding speed and text comprehension. Furthermore, individual differences in changes in ADHD symptoms and reading performance were negatively associated. Together, these results indicate commonalities in the development of ADHD symptomatology and reading achievement throughout elementary school. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01