Mano Quintino R, Jastrowski Mano Kristen E, Guerin Julia M, Gibler Robert C, Becker Stephen P, Denton Carolyn A, Epstein Jeffery N, Tamm Leanne
Department of Psychology, University of Cincinnati , Cincinnati , Ohio, USA.
Division of Behavioral Medicine and Clinical Psychology, Cincinnati Children's Hospital Medical Center , Cincinnati , Ohio, USA.
Appl Neuropsychol Child. 2019 Oct-Dec;8(4):307-318. doi: 10.1080/21622965.2018.1466706. Epub 2018 Jun 25.
Children with attention-deficit/hyperactivity disorder (ADHD) commonly experience difficulties in reading and in fluid reasoning (G). According to Cattell's Investment Theory (1987), G is a causal factor in the development of crystallized knowledge (G) and academic skills; therefore, the co-occurrence of reading and G difficulties within ADHD may not be coincidental. In the present study with children with both ADHD and reading difficulties ( = 187; 61% male; = 9.2), we utilized mediation analyses to test direct and indirect (through G, phonemic awareness, and rapid automatized naming [RAN]) effects of G on four basic reading skills: untimed word recognition, untimed phonemic decoding, word reading efficiency, and phonemic decoding efficiency. The direct effect of G on all reading skills was nonsignificant; however, significant indirect effects were observed. Specifically, G exerted an effect indirectly onto all reading skills through a serial and joint mechanism comprised of G and phonemic awareness (i.e., G → G → phonemic awareness → reading achievement). G also exerted an effect indirectly onto untimed word recognition and phonemic decoding through phonemic awareness (i.e., G → phonemic awareness → untimed word recognition/untimed phonemic decoding). Results build upon Cattell's Investment Theory by linking G with reading difficulties among children with ADHD, suggesting that such difficulties may arise from weaknesses in G and insufficient investment of G into reading through G and phonemic awareness.
患有注意力缺陷多动障碍（ADHD）的儿童通常在阅读和流体推理（G）方面存在困难。根据卡特尔的投资理论（1987年），G是晶体知识（G）和学术技能发展的一个因果因素；因此，ADHD患者中阅读困难和G困难同时出现可能并非巧合。在本研究中，我们对187名患有ADHD和阅读困难的儿童（61%为男性；平均年龄=9.2岁）进行了中介分析，以检验G对四种基本阅读技能的直接和间接（通过G、语音意识和快速自动命名[RAN]）影响：非限时单词识别、非限时语音解码、单词阅读效率和语音解码效率。G对所有阅读技能的直接影响不显著；然而，观察到了显著的间接影响。具体而言，G通过由G和语音意识组成的序列和联合机制对所有阅读技能产生间接影响（即，G→G→语音意识→阅读成绩）。G还通过语音意识对非限时单词识别和语音解码产生间接影响（即，G→语音意识→非限时单词识别/非限时语音解码）。本研究结果以卡特尔的投资理论为基础，将G与ADHD儿童的阅读困难联系起来，表明此类困难可能源于G的弱点以及G通过G和语音意识对阅读的投入不足。
