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Is executive dysfunction a potential contributor to the comorbidity between basic reading disability and
Michelle Y Kibby1, Genni Newsham1, Zsofia Imre1
1School of Psychological and Behavioral Sciences, Southern Illinois University-Carbondale, Carbondale, IL, USA.
Summary
Executive functioning (EF) deficits are common in children with attention-deficit/hyperactivity disorder (ADHD) and reading disability (RD). Working memory uniquely predicts both conditions and their comorbidity.
Area of Science:
- Neuroscience
- Developmental Psychology
- Educational Psychology
Background:
- Comorbidity between attention-deficit/hyperactivity disorder (ADHD) and reading disability (RD) is common.
- Executive functioning (EF) is hypothesized to underlie this comorbidity.
- A comprehensive, multi-modal assessment of EF in RD and ADHD is lacking.
Purpose of the Study:
- To investigate the role of executive functioning (EF) in the comorbidity of ADHD and RD.
- To compare the multiple deficit hypothesis with the phenocopy and cognitive subtype hypotheses.
Main Methods:
- 263 children (ages 8-12) with RD, ADHD, RD/ADHD, and typically developing controls were assessed.
- Neuropsychological measures and the Behavior Rating Inventory of Executive Function (BRIEF) were used to evaluate EF domains.
- MANCOVA and continuous analyses were employed.
Main Results:
- Both RD and ADHD groups exhibited global EF deficits at the group level.
- Phonological loop deficits were specific to RD, while behavioral regulation deficits were specific to ADHD.
- Working memory (WM) was the sole predictor of both reading and inattention, and explained their correlation.
Conclusions:
- The multiple deficit hypothesis best explains the comorbidity of RD and ADHD based on EF data.
- Working memory is a potential shared longitudinal contributor to RD/ADHD.
- Future longitudinal research should focus on working memory's role.
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