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

Autor/inn/en	Miller, Amanda C.; Keenan, Janice M.; Betjemann, Rebecca S.; Willcutt, Erik G.; Pennington, Bruce F.; Olson, Richard K.
Titel	Reading Comprehension in Children with ADHD: Cognitive Underpinnings of the Centrality Deficit
Quelle	In: Journal of Abnormal Child Psychology, 41 (2013) 3, S.473-483 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0091-0627
DOI	10.1007/s10802-012-9686-8
Schlagwörter	Reading Comprehension; Short Term Memory; Reading Ability; Attention Deficit Hyperactivity Disorder; Reading Skills; Cognitive Ability; Comparative Analysis; Recall (Psychology); Inhibition; Cognitive Processes; Intelligence Quotient; Predictor Variables + Suchen Sie Ihr Suchwort? Leseverstehen; Kurzzeitgedächtnis; Reading competence; Lesekompetenz; Reading skill; Lesefertigkeit; Denkfähigkeit; Abberufung; Hemmung; Cognitive process; Kognitiver Prozess; Intelligenzquotient; Prädiktor
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10