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Attention-Deficit/Hyperactivity Disorder01:30

Attention-Deficit/Hyperactivity Disorder

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Assessing Working Memory in Children: The Comprehensive Assessment Battery for Children – Working Memory (CABC-WM)
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Working memory influences processing speed and reading fluency in ADHD.

Lisa A Jacobson1, Matthew Ryan, Rebecca B Martin

  • 1Department of Neuropsychology , Kennedy Krieger Institute , Baltimore , MD , USA. Jacobson@kennedykrieger.org

Child Neuropsychology : a Journal on Normal and Abnormal Development in Childhood and Adolescence
|February 3, 2011
PubMed
Summary
This summary is machine-generated.

Children with attention-deficit/hyperactivity disorder (ADHD) exhibit slower reading fluency due to processing speed deficits. Working memory and response selection, not attention, significantly impact reading fluency in ADHD.

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Published on: March 12, 2020

Area of Science:

  • Neuroscience
  • Developmental Psychology
  • Cognitive Psychology

Background:

  • Processing speed deficits impact reading efficiency, even with accurate word recognition in children with attention-deficit/hyperactivity disorder (ADHD).
  • These reading fluency issues in ADHD can create cognitive bottlenecks, linked to executive function deficits in processing speed, such as response selection.

Purpose of the Study:

  • To deconstruct processing speed and identify executive control components explaining reading fluency deficits in ADHD.
  • Investigate the specific executive function components underlying processing speed impairments in children with ADHD.

Main Methods:

  • Compared 41 children with ADHD and 21 controls (ages 9-14) on measures of processing speed, reading fluency, working memory, reaction time, inhibition, and attention.
  • Utilized WISC-IV Coding and other executive function tasks to assess processing speed components and their relation to reading fluency.

Main Results:

  • Children with ADHD demonstrated reduced oral and silent reading fluency and slower processing speed, primarily due to WISC-IV Coding deficits, unlike controls.
  • Processing speed (Coding) was linked to verbal span and working memory, but not response control, reaction time, or attention, after controlling for covariates.
  • Processing speed and working memory significantly predicted oral reading fluency in ADHD.

Conclusions:

  • Working memory and response selection abnormalities, potentially frontally mediated, significantly contribute to reading fluency deficits in ADHD.
  • These findings suggest that executive function components, particularly working memory, are crucial for understanding reading fluency challenges in ADHD, more so than attentional issues.