首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 46 毫秒
1.
Attention‐deficit/hyperactivity disorder (ADHD) often co‐occurs with reading disability. A cross‐sectional study in an Italian‐speaking, nonclinical sample was conducted in an attempt to document the existence of an early association between reading difficulties (RD) and ADHD behaviours. We recruited a sample of 369 children in their first year at primary school. Of the sample, 8.4% displayed RD; 7.0% had ADHD; 3.5% presented both RD and ADHD behaviours; 50% of the children with ADHD displayed RD; 41.9% of those with RD displayed ADHD behaviours. Low socioeconomic status was associated with a fourfold increased probability of displaying RD (odds ratio = 3.98), but not ADHD behaviours. In this nonclinical sample, we detected an early association between ADHD behaviours and RD. A key role in this association may be played by inattention symptoms, which occurred with significantly increased frequency also in the group presenting only RD.  相似文献   

2.
We examined distinctions in the early childhood characteristics of boys with reading disabilities (RD) and/or attention-deficit/ hyperactivity disorder (ADHD). A four-group mixed design consisting of boys identified at age 11 with reading disabilities only (RD only; n = 46), reading disabilities and ADHD (RD/ADHD; n = 16), ADHD only (n = 20), and a comparison group (n = 281) was utilized. Differences on receptive and expressive language and temperament for ages 3 and 5 were investigated. Analyses indicated that the boys from the RD-only group performed worse on measures of receptive and expressive language. The results also indicated that boys from the RD/ADHD groups consistently performed worse on measures of receptive language and exhibited more behaviors indicative of an undercontrolled temperament. In summary, we suggest that reading disabilities and ADHD represent moderately unique disorders that frequently co-occur and are characterized by distinct developmental pathways.  相似文献   

3.
The present study investigated the hypothesis that the higher prevalence of reading disability (RD) often observed among boys is partly an artifact of gender bias in the prediction of reading from IQ. The relevant regression statistics derived from a sample of more than 900 children revealed a statistically significant intercept bias. Predicted reading scores for boys were systematically overestimated, thereby inflating IQ-reading discrepancies; the converse was found for girls. When defined separately for girls and boys, severe underachievement in reading was found to be equally prevalent in both genders and, furthermore, was associated with qualitatively and quantitatively similar patterns of deficits. Because the bias arose from general differences between boys and girls in reading score distributions (a lower mean and greater variance for boys) rather than from differences in IQ scores, gender bias poses a potential threat not only to traditional IQ-discrepancy definitions but also to post-discrepancy definitions that are based solely on reading score cutoffs. Future classification criteria for RD need to take heed of the possibility that when the distributions of reading scores for boys and girls are not identical, performance cutoffs designating low achievement that are based on data pooled from both genders are likely to result in the overidentification of boys with RD and the underidentification of girls with RD.  相似文献   

4.
ABSTRACT— The majority of children who receive special education services meet criteria for reading disability (RD) or attention-deficit/hyperactivity disorder (ADHD), but additional research is needed to understand the long-term academic outcome of children in these groups. Individuals with RD only ( N = 71), ADHD only ( N = 66), both RD and ADHD ( N = 51), or neither disorder ( N = 118) were identified through the ongoing Colorado Learning Disabilities Research Center twin study and retested 5 years later. Results of the follow-up testing indicated that, in addition to ongoing reading difficulties, individuals with RD exhibited higher rates of academic difficulties, depression, and adolescent-onset conduct disorder. Initial ADHD status was associated with academic and social difficulties and elevated rates of nearly all comorbid disorders 5 years later. The group with comorbid RD and ADHD had more stable reading deficits than the group with RD without ADHD and exhibited greater impairment than groups with either disorder alone on outcome measures of academic functioning and social difficulties. These results suggest that individuals with both RD and ADHD are at increased risk for negative outcomes as adolescents and young adults and that when RD and ADHD co-occur, interventions should be provided for both disorders.  相似文献   

5.
Numerous studies have examined the etiology of the association between reading difficulties and attention-deficit hyperactivity disorder (ADHD) in school-age children, but little is known about the relation between prereading skills and ADHD behaviors prior to the beginning of formal reading instruction. A population-based sample of 809 pairs of preschool twins completed an extensive battery of prereading measures, and the parent of each twin completed an ADHD rating scale. Phenotypic analyses revealed small but significant correlations between DSM-IV inattention ratings and six prereading composite measures, whereas hyperactivity–impulsivity symptoms were not independently associated with any of the prereading scores. Multivariate twin analyses indicated that virtually all of the phenotypic correlation between inattention and prereading performance is attributable to common genetic influences, consistent with results obtained in studies of older twins. Although additional research is needed to test alternative causal models in children younger than five years old, these results are most consistent with the hypothesis that reading difficulties and inattention symptoms are attributable to common genetic influences.  相似文献   

6.
This study investigated whether the likelihood of motor impairment in children with attention-deficit/hyperactivity disorder (ADHD) increases with the presence of other disorders, and whether the co-occurring diagnoses of reading disability (RD) and oppositional defiant disorder (ODD) account for the motor deficits seen in ADHD. A total of 291 children (218 boys, 73 girls) participated. Six groups of children were compared: ADHD only (n = 29); RD only (n = 63); ADHD and RD (n = 47); ADHD and ODD (n = 19); ADHD, RD, and ODD (n = 21); and typically developing control children (n = 112). Motor skills were assessed with the Bruininks-Oseretsky Test of Motor Proficiency and the Beery Test of Visual-Motor Integration. We found that the motor skills of the ADHD-only group did not differ from the typical control group. Furthermore, motor impairment in ADHD increased as a function of co-occurring disorders, and the presence of RD rather than ADHD predicted motor impairment.  相似文献   

7.
The purpose of this study was to compare factor structures from Taiwanese teachers' ratings with diagnostic definitions of attention-deficit/hyperactivity disorder (ADHD) as described in the DSM-III-R, DSM-IV, and ICD-10; to examine how factor structures of Taiwanese teachers' ratings of ADHD symptoms compare with factor structures reported in research using school-based American participants; and to examine gender differences. One hundred and twenty-one homeroom teachers from six public elementary schools in Taipei County, Taiwan, rated two boys and two girls randomly selected from their homerooms using the ADHD checklist. Findings from this study support the concurrent validity of the DSM-IV ADHD factor structures of hyperactivity-impulsivity and inattention. Comparability of these findings with school-based U.S. studies suggests the cross-cultural congruency of behaviors associated with ADHD.  相似文献   

8.
We examined the information processing capabilities of children diagnosed with the inattentive subtype of attention-deficit/hyperactivity disorder (ADHD) who had been characterized as having a sluggish cognitive tempo. Children referred for school-related problems (n = 81) and nonreferred community controls (n = 149) participated. Of the referred children, 24 met criteria for ADHD, 42 met criteria for reading disability (RD), and 9 of these were comorbid for RD and ADHD. Children with ADHD differed from those without ADHD on a visual search task but not on an auditory processing task; the reverse was true for children with RD. Decomposition of the visual search task into component operations demonstrated that children in the ADHD group had a slow processing rate that was not attributable to inattention. The children with ADHD were not globally poor at information processing or inattentive, but they demonstrated diminished speed of visual processing.  相似文献   

9.
Recently a gene, termed EKN1, has been identified because of a chromosomal breakpoint that occurred in this gene. This chromosomal breakpoint was found in 4 family members that had specific reading disabilities (RDs), indicating that disruption of this gene may be contributing to the risk of developing RDs. This gene was further supported as contributing to RD by association studies. Because of the evidence from twin studies for shared genetic factors contributing to RD and attention deficit hyperactivity disorder (ADHD), particularly inattention symptoms, we investigated the relationship of DNA markers in this gene to ADHD and ADHD symptoms in a sample of 186 nuclear families (probands, their parents, and affected siblings) collected through a proband with ADHD. We used 6 polymorphic DNA markers located across the gene, including the 2 markers previously reported to be associated with RD in a Finnish sample and a marker associated with RD in a sample of families collected in Toronto. We found a trend for association for several markers to the ADHD phenotype analyzed as a categorical trait using the transmission disequilibrium test and significant evidence for biased transmission of the haplotypes containing these markers, χ2(3) = 9.312, p =. 025. Using quantitative analysis, we observed evidence for association of one of the haplotypes to the inattention and hyperactive/impulsive symptom dimensions as reported by parents and to the inattention symptoms as reported by teachers, as well as a trend for association with the reading phenotypes of word identification and decoding. The results provide preliminary support for the role of the EKN1 chromosomal region in ADHD, suggesting that this region may contribute to ADHD symptoms in addition to RD.  相似文献   

10.
Whether boys are more vulnerable than girls to reading disabilities (RD) is controversial. We review studies that were designed to minimize ascertainment bias in the selection of individuals with RD. These include population-based studies that identified children with RD by objective, unbiased methods and studies that examined the gender ratios among the affected relatives of those diagnosed with RD. We conclude that even when ascertainment biases are minimized, there is still a significant preponderance of boys with RD, although the gender ratio of the affected relatives of those with RD manifests the weakest male bias. Furthermore, we demonstrate that potentially confounding factors such as attentional or neurological problems, race, IQ, and severity of RD cannot account for the observed gender bias. We end with a clarion call to future researchers to (a) consider analyzing gender differences by means of more than one definition of RD, (b) compare gender ratios when boys and girls are ranked against the performance of their own gender as opposed to an average across genders, and (c) report group differences in variability and effect sizes of obtained gender ratios.  相似文献   

11.
Evidence suggests that higher order linguistic functioning such as text comprehension is particularly vulnerable to emotional modulation. Gender has been identified as an important moderating variable in emotional expression such that girls tend toward internalizing emotions (e.g., sadness, anxiety) whereas boys tend toward externalizing emotions (e.g., anger, combativeness), which may influence the relationship between emotion and text comprehension. The present study examined whether gender moderates the relationship between emotional‐behavioral problems and text comprehension among children (n = 187; boys = 115, girls = 72) with both word reading difficulties (RD) and attention‐deficit/hyperactivity disorder (ADHD), a sample widely acknowledged to be at increased risk for developing emotional‐behavioral problems such as anxiety, poor academic self‐concept, and delinquency. A moderated regression analysis tested for the significance of two separate interaction terms (i.e., gender × externalizing problems, gender × internalizing problems) after controlling for gender, IQ, basic reading skills, cognitive‐linguistic processes closely related to reading, attentional problems, internalizing problems, and externalizing problems. Results indicated that gender significantly and uniquely moderates the relationship between emotional‐behavioral problems and text comprehension. Specifically, text comprehension was relatively lower among girls with relatively higher externalizing problems, whereas no such association was observed among boys. These results contribute to our understanding of cognition–emotion interactions within reading development and raise important implications.  相似文献   

12.
The present study examined the comorbidity between attention-deficit/hyperactivity disorder (ADHD) and reading disability (RD) in male adults. Participants were 120 men, of whom 24 were classified as having ADHD. The basis for the diagnosis was two self-report scales validated by interviews and background data. An extensive battery was used to assess phonological abilities and various aspects of reading skills. No differences were obtained between adults with and without ADHD on measures of either phonological processing skills or word decoding, indicating a low comorbidity with RD. This finding was valid even when different criteria were used to diagnose RD. However, the two groups differed in reading comprehension, with individuals with ADHD performing poorly in tests of reading comprehension. These results are compatible with the view that reading comprehension involves many of the higher cognitive control functions assumed to be impaired in ADHD. However, these attentional control functions are not critical to word recognition, which is determined by a more encapsulated phonological processing module. The pattern of associations between ADHD and RD observed in the present study is explained with reference to the differential attentional demands of the two aspects of reading.  相似文献   

13.
This study investigated electroencephalographic differences between two groups of children with attention-deficit/hyperactivity disorder, combined type, with reading disabilities (ADHD + RD) or without (ADHD) and typical control participants. Twenty participants were included in each group. All participants were between the ages of 8 and 12 years, and groups were matched on age and gender. The electroencephalographic (EEG) was recorded during an eyes-closed resting condition from 21 monopolar derivations, which were clustered into nine regions for analysis. The EEGs were Fourier-transformed to provide absolute and relative power estimates for the delta, theta, alpha, and beta bands. Ratio coefficients were also calculated for the theta/alpha and theta/beta ratios. Compared with controls, the clinical groups demonstrated the increased slow-wave and reduced fast-wave activity commonly reported in the ADHD literature. The ADHD + RD group had more relative theta, less relative alpha, and a higher theta/alpha ratio than the ADHD group. A number of hemispheric differences were also found in the delta and alpha bands. These results suggested that some of the EEG divergences found in the ADHD + RD group represent an electrophysiological component associated with the reading disability that is independent of the EEG divergences found in ADHD.  相似文献   

14.
Extensive research over the past decade has indicated that there are more boys than girls who are struggling readers, but the degree to which there are more boys remains a point of contention. The focus of this article is to review the various definitions of reading disability, to examine how these different definitions translate into different methods of identifying reading disability and to determine the effects on observed gender ratios for reading disability. The most frequently used methods of identifying reading disability are discrepancy formulae, Response-To-Intervention (RTI) and low achievement methods. Gender ratios clearly fluctuate among, and even within, these methods. Inconsistencies in reported gender ratios of reading disability are a result of inconsistencies in the definition and measurement of reading disability, sampling issues and the overall distributions of reading scores for boys and girls. Future research might consider reporting gender ratios for reading disability based on consistent measures of reading performance in population samples, using consistent cut off points, over a significant period of time.  相似文献   

15.
This study examined the mechanisms underlying verbal learning in children with and without attention-deficit/hyperactivity disorder (ADHD), none of whom had reading disabilities. Children with ADHD were compared to typically developing children on both process and product scores from the California Verbal Learning Test for Children. The findings indicated that children with ADHD initially learned the same number of words as controls but showed weaknesses recalling the words after delays, suggesting that children with ADHD are less efficient learners. Regardless of ADHD status, boys and girls performed differently. Boys used semantic clustering less frequently and recalled fewer words from the middle region of the list than girls; girls also outperformed boys in terms of overall performance, despite lower verbal IQ scores. These findings show that children with ADHD can exhibit unexpected weaknesses in learning even without a formal learning disability. Gender differences in verbal learning are also illustrated.  相似文献   

16.
Conventional methods of differentiating reading disability (RD) caused by deficits in decoding skills or comprehension from poor reading performance caused by inconsistent attention associated with attention-deficit/hyperactivity disorder (ADHD) have produced equivocal results. This study presents a model of differential diagnosis of attentional problems and RD that differs from these conventional approaches. The new diagnostic procedure uses intraindividual differences seen in the performance of at-risk learners on tasks related to reading that vary in their sensitivity to the sustained attention required for successful performance. The hypothesis is that children with inconsistent attention would perform more poorly on tests that require sustained attention, such as listening comprehension, than on tests that are more tolerant of inattention, such as reading comprehension. Such differences would not be seen in the test scores of children who have only RD, because their performance is determined more by the difficulty level of the reading tests than by the degree of sensitivity of the task to attention. The validity of this new model was evaluated by determining the capability of the differences seen in the scores of tests that differ in their sensitivity to sustained attention to predict the degree of inconsistency in sustained attention as measured by a continuous performance test. The data obtained from 39 children who are at risk for RD suggest that this is a viable model.  相似文献   

17.
Approximately 400 children were first tested at 4, and background factors were ascertained at that time. Further testing included a kindergarten reading readiness test and reading tests at grades 3 and 8. The best preschool predictors of reading were naming tests for boys, and general verbal ability for girls. At the kindergarten level a quantitative test surpassed tests of phonemic awareness and language in predicting reading, for both boys and girls. Family history of learning disability and preschool test behavior contributed to prediction of reading. Effects of birth order were strongest at the preschool level, and handedness had its only effects at that level. Relationships of some factors to reading differed by gender. Socioeconomic status had significant effects only for boys, and a speech delay only for girls. Conclusions were that some background factors may contribute to the preschool prediction of reading, and particularly to the prospective identification of poor readers.  相似文献   

18.
ABSTRACT

This follow-up study aimed at a better understanding of the associations of reading disability (RD) with adult-age psychosocial well-being. We compared adult-age psychosocial well-being in 48 individuals (20–39 years) with documented childhood RD but without comorbid disabilities to 37 matched controls. The associations of psychosocial well-being with childhood and adult-age reading fluency were studied in the RD group, controlling for IQ, gender and unemployment. Psychosocial well-being was assessed with commonly used self-report questionnaires. No group differences were found in psychosocial well-being. In the RD group, lower adult-age reading fluency was associated with symptoms of depression, lower self-esteem, and social functioning. Severity of childhood RD was not associated with psychosocial well-being. Thus, reading fluency problems continuing into adulthood appear to be related to adult-age psychosocial well-being. A more holistic approach to studying how RD impacts adult-age well-being is needed, including both the individual’s developmental history and current functioning in various domains.  相似文献   

19.
Little research has examined the structure and prevalence of attention-deficit/hyperactivity disorder (ADHD) symptoms in university students, including whether symptom structure conforms to the bidimensional (i.e., inattention and hyperactivity-impulsivity) conceptualization of the Diagnostic and Statistical Manual of Mental Disorders (DSMV-IV; American Psychiatric Association, 1994) and whether self-reported symptoms vary across gender and country. A sample of 1,209 university students from three countries (Italy, New Zealand, and the United States) completed a 24-item self-report measure (the Young Adult Rating Scale) tapping ADHD symptomatology. Factor analyses within the U.S. and New Zealand samples supported a bidimensional symptom structure, whereas weaker support for this conceptualization was provided by the Italian sample. Participants did not vary significantly by gender in symptom report; however, Italian students reported significantly more inattention and hyperactivity-impulsivity symptoms than students from the United States, and students from New Zealand reported more inattention symptoms than students from the United States. The prevalence of self-reported ADHD symptoms beyond DSM-IV thresholds for diagnosis ranged from 0% (Italian women) to 8.1% (New Zealand men). The implications of these results for the use of DSM-IV criteria in identifying university students with ADHD are discussed.  相似文献   

20.
The present study investigated preservice teachers’ self‐efficacy in classroom management involving students with symptoms of Attention Deficit/Hyperactivity Disorder (ADHD). A total of 137 Chinese preservice teachers were randomly presented with one of four vignettes involving a student character with ADHD symptoms, with manipulations including the character’s gender and diagnostic label of ADHD. Upon reading the vignette, participants responded to questions concerning their self‐efficacy in inclusive classroom management involving the character. Findings based on analysis of covariance indicated an interaction effect of the vignette character’s gender and label on teachers’ self‐efficacy. Specifically, teachers perceived greater self‐efficacy in a classroom involving a girl with an ADHD label than in a classroom involving a girl with no label or a boy with a label. Findings enriched the literature concerning the roles of gender and label in preservice teachers’ self‐efficacy toward inclusive classroom management.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号