title: ADD students with and without dyslexia differ in sensitivity to rhyme and alliteration.
abstract: Children with attention deficit disorder (ADD) and dyslexia (n = 82) made significantly more errors than normally reading children with ADD (n = 83) on a simple auditory test of phonological sensitivity to rhyme and alliteration (Bradley, 1984). A subgroup of children with dyslexia who were sensitive to rhyme and alliteration had higher scores on the Wechsler Intelligence Scale for Children-Revised (WISC-R) Spatial factor than a dyslexic subgroup who were phonologically insensitive. In multiple regression analyses, age-corrected phonological sensitivity scores contributed significantly to the prediction of both reading and spelling Wide Range Achievement Test (WRAT) scores, this beyond the contribution of WISC-R variables. Of interest for dyslexia subtyping theories, Spatial factor scores had a subtractive effect in these regression analyses.
authors.affiliation: Department of Psychiatry and Behavioral Sciences, University of Arkansas for Medical Sciences, Little Rock 72205.
authors.forename: P T
authors.initials: PT
authors.lastname: Ackerman
authors.forename: R A
authors.initials: RA
authors.lastname: Dykman
authors.forename: M Y
authors.initials: MY
authors.lastname: Gardner
mesh_terms: D000124:Achievement; D001289:Attention Deficit Disorder with Hyperactivity / Q000523:psychology*; D002648:Child; D004410:Dyslexia / Q000523:psychology*; D004519:Education, Special; D005260:Female; D006801:Humans; D008297:Male; D010700:Phonetics; D012660:Semantics