scholarly journals Profile of reading difficulties in children with attention deficit hyperactivity disorder: a literature review

Revista CEFAC ◽  
2018 ◽  
Vol 20 (6) ◽  
pp. 785-797
Author(s):  
Erica Moraes Silva de Paula ◽  
Ana Luiza Navas
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Processing Speed ◽  
Reading Skills ◽  
Reading Difficulties ◽  
Orthographic Processing ◽  
Inclusion Criteria ◽  
Reading Accuracy ◽  
Speed Reading ◽  
Hyperactivity Disorder

ABSTRACT Purpose: to characterize the reading alterations in individuals with attention deficit hyperactivity disorder. Methods: PubMed and SciELO platforms from 2006 to 2016 with the keywords "reading" and "attention deficit hyperactivity disorder", with their equivalents in Portuguese, were searched. Results: seven hundred ninety articles were found in the two databases, of which 119 were relevant. After a full reading, twenty five articles were selected for the analysis, according to relevance and other exclusion/inclusion criteria. In 21 of the studies, individuals with attention deficit hyperactivity disorder presented worse performance in reading, as compared with their peers. Of these, 14 studies identified a delay in some skills that are important for reading: processing speed, reading accuracy, phonological awareness, comprehension and/or orthographic processing. Conclusion: these results corroborate other studies that have verified the presence of a deficit in academic performance, especially in reading skills, in individuals with attention deficit hyperactivity disorder, that may persist in their adulthood.

Visual attention in adults with attention-deficit/hyperactivity disorder before and after stimulant treatment

2018 ◽  
Vol 49 (15) ◽  
pp. 2617-2625 ◽  
Author(s):  
Ann-Marie Low ◽  
Signe Vangkilde ◽  
Julijana le Sommer ◽  
Birgitte Fagerlund ◽  
Birte Glenthøj ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Visual Attention ◽  
Attention Deficit ◽  
Processing Speed ◽  
Visual Processing ◽  
Stimulant Medication ◽  
Hyperactivity Disorder ◽  
Visual Processing Speed ◽  
Adhd Symptomatology

AbstractBackgroundAttention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder which frequently persists into adulthood. The primary goal of the current study was to (a) investigate attentional functions of stimulant medication-naïve adults with ADHD, and (b) investigate the effects of 6 weeks of methylphenidate treatment on these functions.MethodsThe study was a prospective, non-randomized, non-blinded, 6-week follow-up design with 42 stimulant medication-naïve adult patients with ADHD, and 42 age and parental education-matched healthy controls. Assessments included measures of visual attention, based on Bundesen's Theory of Visual Attention (TVA), which yields five precise measures of aspects of visual attention; general psychopathology; ADHD symptoms; dyslexia screening; and estimates of IQ.ResultsAt baseline, significant differences were found between patients and controls on three attentional parameters: visual short-term memory capacity, threshold of conscious perception, and to a lesser extent visual processing speed. Secondary analyses revealed no significant correlations between TVA parameter estimates and severity of ADHD symptomatology. At follow-up, significant improvements were found specifically for visual processing speed; this improvement had a large effect size, and remained when controlling for re-test effects, IQ, and dyslexia screen performance. There were no significant correlations between changes in visual processing speed and changes in ADHD symptomatology.ConclusionsADHD in adults may be associated with deficits in three distinct aspects of visual attention. Improvements after 6 weeks of medication are seen specifically in visual processing speed, which could represent an improvement in alertness. Clinical symptoms and visual attentional deficits may represent separate aspects of ADHD in adults.

Processing Speed in Children With Attention Deficit/Hyperactivity Disorder, Inattentive Type

2000 ◽  
Vol 6 (3) ◽  
pp. 218-234 ◽  
Author(s):  
Michael D. Weiler ◽  
Jane Holmes Bernstein ◽  
David C. Bellinger ◽  
Deborah P. Waber
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Processing Speed ◽  
Hyperactivity Disorder ◽  
Inattentive Type

scholarly journals Incidence of Attention-Deficit/Hyperactivity Disorder in Learning Disabled Children, A Systematic Review

QJM ◽  
2020 ◽  
Vol 113 (Supplement_1) ◽  
Author(s):  
H A Mohamed ◽  
M S Khodeir ◽  
S R El-sady
Keyword(s):  
Systematic Review ◽  
Attention Deficit Hyperactivity Disorder ◽  
Learning Disability ◽  
Attention Deficit ◽  
Learning Disabled ◽  
Comorbid Condition ◽  
Disabled Children ◽  
Inclusion Criteria ◽  
Central Processing ◽  
Hyperactivity Disorder

Abstract Background Children diagnosed with learning disability (LD) have a high incidence of psychiatric comorbidities especially Attention-Deficit/Hyperactivity Disorder (ADHD). These comorbidities are either a direct consequence of the same deficits in the central processing patterns that generate the learning problems, or they tend to stress the role of frustration and failure in academic achievement. These difficulties are claimed to move a vicious circle that leads the child towards ever-greater cognitive and social–emotional impoverishment. Aim The aim of this work is to conduct a systematic review of ADHD as a comorbid condition in learning disabled children to determine its incidence in learning disabled children in order to estimate the size of the problem to be able to delineate an efficient program in therapeutic intervention later. Study design This was a systematic review. Methods Two electronic databases (PubMed and Science Direct) were searched for articles. Relevant studies were further evaluated and studies that met inclusion criteria were reviewed. Results The literature search yielded 593 studies. Twenty-eight articles were further evaluated to be included. Five studies met all inclusion criteria and were chosen for review. The studies provide prevalence of ADHD in learning disabled children. We have found higher scores of ADHD in learning disabled children than in the normal population, in all the included studies. The studies reviewed demonstrated the effect of this comorbidity and the importance of its diagnosis for improvement of prognosis of the learning disability. Conclusion The current systematic review determines the probable prevalence of the ADHD in learning disabled children.

Processing Speed Deficits in Attention Deficit/Hyperactivity Disorder and Reading Disability

2006 ◽  
Vol 34 (5) ◽  
pp. 584-601 ◽  
Author(s):  
Michelle A. Shanahan ◽  
Bruce F. Pennington ◽  
Benjamin E. Yerys ◽  
Ashley Scott ◽  
Richard Boada ◽  
...  
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Reading Disability ◽  
Attention Deficit ◽  
Processing Speed ◽  
Hyperactivity Disorder

scholarly journals Phenotypic and genetic associations between reading and attention-deficit/hyperactivity disorder dimensions in adolescence

2016 ◽  
Vol 29 (4) ◽  
pp. 1215-1226 ◽  
Author(s):  
Vickie Plourde ◽  
Michel Boivin ◽  
Mara Brendgen ◽  
Frank Vitaro ◽  
Ginette Dionne
Keyword(s):  
Attention Deficit Hyperactivity Disorder ◽  
Attention Deficit ◽  
Word Reading ◽  
Reading Speed ◽  
Genetic Correlations ◽  
Genetic Associations ◽  
Verbal Abilities ◽  
Reading Accuracy ◽  
Hyperactivity Disorder ◽  
Reading Abilities

AbstractMultiple studies have shown that reading abilities and attention-deficit/hyperactivity disorder symptoms, mainly inattention symptoms, are phenotypically and genetically associated during childhood. However, few studies have looked at these associations during adolescence to investigate possible developmental changes. The aim of the study is to examine the genetic and environmental etiology of the associations between inattention and hyperactivity reported by parents, and reading accuracy, reading speed, and word reading in a population-based twin sample (Quebec Newborn Twin Study). Participants were between 14 and 15 years of age at the time of testing (N = 668–837). Phenotypic results showed that when nonverbal and verbal abilities were controlled, inattention, but not hyperactivity/impulsivity, was a modest and significant predictor of reading accuracy, reading speed, and word reading. The associations between inattention and all reading abilities were partly explained by genetic and unique environmental factors. However, the genetic correlations were no longer significant after controlling for verbal abilities. In midadolescence, inattention is the attention-deficit/hyperactivity disorder dimension associated with reading abilities, but they could also share genetic factors with general verbal skills.

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