Comorbidity between Reading Disability and Attention-Deficit/Hyperactivity Disorder in a Community Sample: Implications for Academic, Social, and Neuropsychological Functioning

Autor/inn/en	Willcutt, Erik G.; Petrill, Stephen A.
Titel	Comorbidity between Reading Disability and Attention-Deficit/Hyperactivity Disorder in a Community Sample: Implications for Academic, Social, and Neuropsychological Functioning
Quelle	In: Mind, Brain, and Education, 17 (2023) 4, S.338-348 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Willcutt, Erik G.) ORCID (Petrill, Stephen A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1751-2271
DOI	10.1111/mbe.12393
Schlagwörter	Reading Difficulties; Attention Deficit Hyperactivity Disorder; Comorbidity; Comparative Analysis; Short Term Memory; Public Schools; Measures (Individuals); Behavior Disorders; Neuropsychology; Psychological Evaluation; Psychoeducational Methods; Emotional Disturbances + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Kurzzeitgedächtnis; Public school; Öffentliche Schule; Messdaten; Neuropsychologie; Psychosoziale Beurteilung; Gefühlsstörung
Abstract	To better understand the implications of comorbidity between reading disability (RD) and attention-deficit/hyperactivity disorder (ADHD), a sample of 225 participants with RD but without ADHD, 139 participants with both RD and ADHD, and 1,502 children without reading or attentional difficulties was recruited through five large public school districts. In comparison to the group without RD or ADHD, both groups with RD exhibited elevations of comorbid internalizing and externalizing disorders and significant global, academic, and social impairment. However, the group with both RD and ADHD was most impaired on most measures, and analyses of neuropsychological measures indicate that the co-occurrence of RD and ADHD may be due at least in part to weaknesses in cognitive processing speed and working memory that are most severe in the comorbid group. These results indicate that psychoeducational assessments of RD should always screen for ADHD and other emotional and behavioral difficulties, and that when RD and ADHD co-occur interventions are likely to be needed for both disorders. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01