Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

68
Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
Dyslexia
Dyslexia is a...
68
Language and Cognition01:27

Language and Cognition

291
Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
291
Attention-Deficit/Hyperactivity Disorder01:30

Attention-Deficit/Hyperactivity Disorder

23
Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
Diagnostic Criteria and Symptoms
To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings....
23
Language Development01:22

Language Development

280
Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
280
Oppositional Defiant Disorder01:30

Oppositional Defiant Disorder

14
A persistent pattern of angry or irritable mood, defiant behavior, or vindictiveness characterizes Oppositional Defiant Disorder (ODD). Symptoms must occur over at least six months, involve interactions with individuals beyond siblings, and meet specific diagnostic criteria to be clinically significant. The disorder affects emotional regulation, social interactions, and behavior, often manifesting early in life and influencing long-term development and functioning.
Diagnostic Criteria and...
14
Information Processing Approach01:30

Information Processing Approach

14
The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
14

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Examining Relationships Between Caregiver Concerns and Family and Child Characteristics in Kindergarten Children at Risk for Language and Literacy Disorders.

Language, speech, and hearing services in schools·2026
Same author

One Size Does Not Fit All: Conceptualizing Alternative Data Approaches to Improve Single-Language Developmental Language Disorder Screening for Multilingual Public School Students.

Language, speech, and hearing services in schools·2026
Same author

Early Reading and Math Developmental Trajectories: Examining Influences of Specific Learning Disabilities and Socioeconomic Status.

Journal of learning disabilities·2025
Same author

The mental health of US veterans before and after the COVID-19 pandemic: examining the demographic and environmental correlates of courses of distress in the LIGHT cohort.

Social psychiatry and psychiatric epidemiology·2025
Same author

Shifting in School-Aged Children With Developmental Language Disorder.

Journal of speech, language, and hearing research : JSLHR·2025
Same author

Simplified Vocal Efficiency Metrics Normalize Following Voice Therapy in Subgroups of Patients With Nonphonotraumatic Vocal Hyperfunction.

American journal of speech-language pathology·2025
Same journal

Interprofessional Education Improves Understanding of Aspiration Pneumonia Risk Factors and Interprofessional Competence Among Dental Hygiene and Speech-Language Pathology Students.

American journal of speech-language pathology·2026
Same journal

Rehabilitation Treatment Specification System: Reliability and Dosage of Common Ingredients in Standard-of-Care Therapy for Vocal Hyperfunction.

American journal of speech-language pathology·2026
Same journal

Question Use in Conversational Discourse Among Individuals With and Without Traumatic Brain Injury.

American journal of speech-language pathology·2026
Same journal

Exploring the Self-Perceived Role of South African Speech-Language Pathologists in Youth Correctional Facilities.

American journal of speech-language pathology·2026
Same journal

Progression of Dysarthria, Drooling, and Swallowing Disorders in Parkinson's Disease: A 1-Year Prospective Cohort Study.

American journal of speech-language pathology·2026
Same journal

Parent Support Group for Korean Immigrant Families of Individuals With Autism and Developmental Disabilities: Use of Academic-Community Partnership.

American journal of speech-language pathology·2026
See all related articles

Related Experiment Video

Updated: May 10, 2025

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education
09:00

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Published on: August 16, 2024

621

Word Reading and Attention-Deficit/Hyperactivity Disorder in Children With Developmental Language Disorder.

Norma Hancock1, Sean M Redmond2, Annie B Fox3

  • 1Department of Communication Sciences and Disorders, MGH Institute of Health Professions, Boston, MA.

American Journal of Speech-Language Pathology
|April 23, 2025
PubMed
Summary
This summary is machine-generated.

Phonological memory, not ADHD symptoms, uniquely impacts word reading in children with developmental language disorder (DLD). This highlights the crucial role of cognitive-linguistic factors in understanding reading difficulties and attention-deficit/hyperactivity disorder (ADHD) in DLD.

More Related Videos

Using the Visual World Paradigm to Study Sentence Comprehension in Mandarin-Speaking Children with Autism
06:15

Using the Visual World Paradigm to Study Sentence Comprehension in Mandarin-Speaking Children with Autism

Published on: October 3, 2018

7.6K
Making Sense of Listening: The IMAP Test Battery
11:25

Making Sense of Listening: The IMAP Test Battery

Published on: October 11, 2010

15.7K

Related Experiment Videos

Last Updated: May 10, 2025

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education
09:00

Author Spotlight: Validation of SICOLE-R for Assessing Cognitive and Reading Skills in Spanish-Speaking Children and Its Role in Personalized Education

Published on: August 16, 2024

621
Using the Visual World Paradigm to Study Sentence Comprehension in Mandarin-Speaking Children with Autism
06:15

Using the Visual World Paradigm to Study Sentence Comprehension in Mandarin-Speaking Children with Autism

Published on: October 3, 2018

7.6K
Making Sense of Listening: The IMAP Test Battery
11:25

Making Sense of Listening: The IMAP Test Battery

Published on: October 11, 2010

15.7K

Area of Science:

  • Child Psychology
  • Neurodevelopmental Disorders
  • Educational Psychology

Background:

  • Developmental Language Disorder (DLD) affects language acquisition and is often comorbid with other neurodevelopmental conditions.
  • Attention-deficit/hyperactivity disorder (ADHD) is characterized by inattention and/or hyperactivity-impulsivity, frequently co-occurring with learning difficulties.
  • Dyslexia, a specific learning difficulty in reading, shares some cognitive-linguistic mechanisms with DLD and ADHD, necessitating a nuanced understanding of their interplay.

Purpose of the Study:

  • To investigate the relationship between word reading and ADHD symptoms in school-aged children with and without DLD.
  • To examine the mediating roles of phonological memory (associated with dyslexia) and working memory (associated with ADHD) in this relationship.
  • To develop and test a novel model (RE.A.L. Comorbidity Model) for understanding these complex associations.

Main Methods:

  • A sample of 420 second and third graders was screened, with 46 confirmed DLD cases and 76 typically developing children identified.
  • Participants underwent assessments for language abilities, word reading, ADHD symptoms, nonverbal intelligence, working memory, and phonological memory.
  • Statistical models were employed to analyze the associations and mediations between these variables, including a novel comorbidity model.

Main Results:

  • Phonological memory was consistently associated with word reading across all models.
  • Working memory was uniquely associated with ADHD symptoms.
  • The RE.A.L. Comorbidity Model demonstrated that phonological memory uniquely mediated the relationship between DLD and word reading difficulties, independent of ADHD symptoms.

Conclusions:

  • Cognitive-linguistic indices, specifically phonological memory, play a unique and crucial role in word reading abilities among children with DLD.
  • ADHD symptoms, while associated with working memory deficits, did not directly predict poor word reading in this population.
  • These findings underscore the importance of assessing cognitive-linguistic profiles, including dyslexia- and ADHD-associated mechanisms, when evaluating word reading and ADHD symptoms in children with DLD.