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RESEARCH PRODUCT

Reading Performance of Young Adults With ADHD Diagnosed in Childhood

M. Inmaculada FernándezCarla Colomer DiagoJéssica MercaderAna Miranda

subject

media_common.quotation_subject05 social sciences050301 educationbehavioral disciplines and activitiesDevelopmental psychology03 medical and health sciencesClinical Psychology0302 clinical medicineReading (process)mental disordersLearning disabilityDevelopmental and Educational PsychologymedicineYoung adultmedicine.symptomPsychology0503 education030217 neurology & neurosurgerymedia_common

description

Objective: To study reading performance of young adults with ADHD and its relation with executive functioning. Method: Thirty young adults with a childhood diagnosis of ADHD and 30 with normal development (ND) were compared on reading accuracy, fluency, and comprehension. Furthermore, ADHD with reading disabilities (ADHD+RD) and ADHD without reading disabilities (ADHD-RD) subgroups were compared using self-report and informant-report versions of the Behavior Rating Inventory of Executive Function–Adult version (BRIEF-A). Results: Adults with ADHD obtained significantly worse results than the ND adults on reading speed, responses to literal questions, and a cloze test. Although the comparison of the ADHD+RD and ADHD-RD groups did not show significant differences on the BRIEF-A subscales, the ADHD+RD group surpassed the critical percentile (85) on more subscales, with working memory and metacognition especially affected. Conclusion: The findings point out that reading should be assessed in individuals with ADHD as part of their evaluation to design effective early interventions.

yearjournalcountryeditionlanguage
2016-07-28Journal of Attention Disorders
https://doi.org/10.1177/1087054713507977