The Effects of Cognitive Variables and ADHD on Reading
This study investigated the influence of cognitive variables on reading in children with Attention Deficit Hyperactivity Disorder (ADHD) and children with typical development. Seventy children from 2th to 7th grade took part in this study and were divided into two groups: ADHD and control. Tasks of...
| Authors: | , |
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| Format: | article |
| Status: | Published version |
| Publication Date: | 2021 |
| Country: | Brasil |
| Institution: | Universidade de Brasília (UnB) |
| Repository: | Psicologia (Universidade de Brasília. Online) |
| Language: | Portuguese |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/22193 |
| Online Access: | https://periodicos.unb.br/index.php/revistaptp/article/view/22193 |
| Access Level: | Open access |
| Keyword: | ADHD, Reading, Executive function TDAH, Leitura, Função executiva |
| Summary: | This study investigated the influence of cognitive variables on reading in children with Attention Deficit Hyperactivity Disorder (ADHD) and children with typical development. Seventy children from 2th to 7th grade took part in this study and were divided into two groups: ADHD and control. Tasks of phonological awareness, phonological work memory, rapid automatized naming, vocabulary, intelligence quotient (IQ), attention, cognitive flexibility and reading (accuracy, fluency, and comprehension) were applied. Multiple linear regression analyses indicated that rapid serial naming and phonological awareness strongly contributed to reading accuracy, reading fluency, and comprehension. ADHD only influenced comprehension, probably because of its relation to executive function. |
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