Lewandowski Lawrence, Hendricks Kaitlin, Gordon Michael
Syracuse University, NY, USA
Syracuse University, NY, USA.
J Atten Disord. 2015 Jan;19(1):27-34. doi: 10.1177/1087054712449183. Epub 2012 Jun 19.
The authors examined the test-taking performance of high school students with (n = 38) and without (n = 746) ADHD.
Students were assessed via an online battery of tests (TestTracker) including reading speed, decoding, vocabulary, comprehension, effort, test anxiety, and time and strategy usage.
Students with ADHD had poorer decoding scores, and lower comprehension and vocabulary accuracy. Groups performed similarly on reading speed, number of items attempted, perceived test anxiety, self-perception of testing skills, and strategy use.
Students with ADHD (all of whom were receiving test accommodations in school) made more errors on some reading tasks, yet performed similarly to typical students on indices of speed and amount of test items accessed. The finding of more errors but no time differences might argue for a different intervention beside extended time, unless the extra time is used to review and correct work.
作者研究了患有注意力缺陷多动障碍（ADHD）（n = 38）和未患ADHD（n = 746）的高中生的考试表现。
通过一系列在线测试（TestTracker）对学生进行评估，包括阅读速度、解码、词汇、理解、努力程度、考试焦虑以及时间和策略运用。
患有ADHD的学生解码分数较低，理解和词汇准确性也较低。两组在阅读速度、尝试的题目数量、感知到的考试焦虑、对测试技能的自我认知以及策略运用方面表现相似。
患有ADHD的学生（他们在学校都接受考试 accommodations）在一些阅读任务上错误更多，但在速度指标和所做测试题数量方面与典型学生表现相似。错误更多但无时间差异这一发现可能表明除延长时间外还需要不同的干预措施，除非利用额外时间来检查和改正作业。
