Katsarou Dimitra V, Efthymiou Efthymia, Kougioumtzis Georgios A, Sofologi Maria, Theodoratou Maria
Department of Preschool Education Sciences and Educational Design, Faculty of Humanities, University of the Aegean, 85132 Rhodes, Greece.
Department of Interdisciplinary Studies, Zayed University, Abu Dhabi 144534, United Arab Emirates.
Children (Basel). 2024 Jul 10;11(7):841. doi: 10.3390/children11070841.
Attention Deficit Hyperactivity Disorder (ADHD) significantly influences children's language acquisition and usage. This theoretical study explores the multifaceted impact of ADHD on language development, specifically focusing on reading and writing challenges. Existing research reveals that approximately 30% of children with ADHD show significant delays in reading proficiency. Additionally, about 40% of these children struggle with phonological processing, which directly impacts their reading and writing skills. Interventions targeting executive function training combined with phonics-based instruction have been shown to significantly improve language outcomes. This study introduces a comprehensive framework connecting these challenges to specific interventions and collaborative strategies, emphasizing the importance of a multi-disciplinary approach. This work provides perspectives on the specific connections between ADHD symptoms and language difficulties, offering detailed potential solutions based on empirical data. Moreover, it features the necessity of adopting integrated intervention strategies to advance academic outcomes and communicative competencies for children with ADHD, providing new understandings into effective educational practices.
注意力缺陷多动障碍（ADHD）对儿童的语言习得和使用有显著影响。这项理论研究探讨了ADHD对语言发展的多方面影响，特别关注阅读和写作方面的挑战。现有研究表明，约30%的ADHD儿童在阅读能力上存在显著延迟。此外，这些儿童中约40%在语音处理方面存在困难，这直接影响他们的阅读和写作技能。针对执行功能训练与基于拼读法的教学相结合的干预措施已被证明能显著改善语言学习成果。本研究引入了一个综合框架，将这些挑战与特定干预措施和协作策略联系起来，强调多学科方法的重要性。这项工作阐述了ADHD症状与语言困难之间的具体联系，基于实证数据提供了详细的潜在解决方案。此外，它强调了采用综合干预策略以提高ADHD儿童学业成绩和沟通能力的必要性，为有效的教育实践提供了新的认识。
