[Reading comprehension of students with attention deficit hyperactivity disorder: what is the role of executive functions?].
BACKGROUND
Deficits in reading comprehension of children with attention deficit hyperactivity disorder (ADHD) have received scarce attention. However, to establish the underlying cognitive processes of ADHD and deficits in reading comprehension association could be essential for deeply understanding neurobiological bases of reading comprehension.


OBJECTIVE
To examine the contribution of verbal fluency, reading fluency, and executive functions (working memory, attention and suppression mechanism) in predicting mental processes of texts comprehension.


METHODS
The participants in the study were 42 students, 12 to 16 year old, with a clinical diagnosis of ADHD. A battery of tests was administered to measure cognitive processes and reading processes.


CONCLUSIONS
Stepwise regression analysis carried out showed that the score in verbal fluency was the best single predictor of reading comprehension. Furthermore executive functions, but not reading fluency, made a significant contribution to reading comprehension. These findings underline the need for consideration of the role of executive functions in assessment and treatment of reading comprehension deficits of students with ADHD.
Miranda-Casas
A
A
Departamento de Psicología Evolutiva y de la Educación, Universidad de València, Espana. ana.miranda@uv.es
Fernández
M I
MI
Robledo
P
P
García-Castellar
R
R
D000293:Adolescent; D001289:Attention Deficit Disorder with Hyperactivity / Q000503:physiopathology*; D002648:Child; D003071:Cognition / Q000502:physiology; D032882:Comprehension / Q000502:physiology*; D056344:Executive Function / Q000502:physiology*; D005260:Female; D006801:Humans; D007858:Learning / Q000502:physiology; D008297:Male; D009483:Neuropsychological Tests; D011932:Reading