Knowledge and attitudes about Attention-Deficit Hyperactivity Disorder (ADHD): A comparison between practicing teachers and undergraduate education students

2004 ◽  
Vol 7 (3) ◽  
pp. 151-161 ◽  
Author(s):  
Bruna Bekle
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Undergraduate Education ◽  
Education Students ◽  
Practicing Teachers ◽  
Hyperactivity Disorder ◽  
Knowledge And Attitudes

Evaluating Reading and Metacognitive Deficits in Children and Adolescents with Attention Deficit Hyperactivity Disorder

2011 ◽  
Vol 14 (1) ◽  
pp. 62-73 ◽  
Author(s):  
Jesús Mª Alvarado ◽  
Aníbal Puente ◽  
Virginia Jiménez ◽  
Lorena Arrebillaga
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Reading Comprehension ◽  
Children And Adolescents ◽  
Attention Deficit ◽  
Control Group ◽  
Clinical Group ◽  
Education Students ◽  
Reading Processes ◽  
Hyperactivity Disorder ◽  
Students With Adhd

The reading achievement of children and adolescents with Attention Deficit Hyperactivity Disorder (ADHD) has scarcely been explored in research conducted in the Spanish language and when it has, the results have been contradictory. The focus of the present research is to analyze participants' reading competency and metacognitive strategies as they carry out reading comprehension tasks. The sample was comprised of 187 Argentine schoolchildren aged 9 to 13 years old. 94 constituted the control group and the clinical group consisted of 93 schoolchildren diagnosed with ADHD. The metacognitive assessment was made up of two metacognitive tests, the Reading Awareness Scale (ESCOLA; acronym in Spanish) and a Spanish adaptation of Metacognitive Awareness of Reading Strategies Inventory (MARSI), and one test of reading comprehension, the Evaluation of Reading Processes for Secondary Education Students (PROLEC-SE; acronym in Spanish). Students with ADHD had lower achievement on tests of reading comprehension compared to the control group. Nevertheless, our results suggest their difficulties did not stem from reading comprehension problems, but rather from alterations in their Executive Functions, because when subjects' reading comprehension was equalized, students with ADHD still exhibited a lower level of Metacognition, particularly when it came to planning.

scholarly journals Knowledge and Attitudes of Preschool Teachers Regarding Attention Deficit Hyperactivity Disorder

2016 ◽  
Vol In Press (In Press) ◽  
Author(s):  
Shahrokh Amiri ◽  
Seyed Gholamreza Noorazar ◽  
Ali Fakhari ◽  
Alireza Gorji Darounkolaee ◽  
Ali Bahari Gharehgoz
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Preschool Teachers ◽  
Hyperactivity Disorder ◽  
Knowledge And Attitudes
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