Miranda-Casas A, Fernández M I, Robledo P, García-Castellar R
Departamento de Psicología Evolutiva y de la Educación, Universidad de València, Espana.
Rev Neurol. 2010 Mar 3;50 Suppl 3:S135-42.
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.
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.
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.
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.
注意缺陷多动障碍（ADHD）儿童的阅读理解缺陷很少受到关注。然而，确定ADHD的潜在认知过程以及阅读理解关联中的缺陷对于深入理解阅读理解的神经生物学基础可能至关重要。
研究言语流畅性、阅读流畅性和执行功能（工作记忆、注意力和抑制机制）在预测文本理解心理过程中的作用。
本研究的参与者为42名年龄在12至16岁之间、临床诊断为ADHD的学生。采用一系列测试来测量认知过程和阅读过程。
逐步回归分析表明，言语流畅性得分是阅读理解的最佳单一预测指标。此外，执行功能而非阅读流畅性对阅读理解有显著贡献。这些发现强调了在评估和治疗ADHD学生阅读理解缺陷时考虑执行功能作用的必要性。
