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RESEARCH PRODUCT

Visual Attention, Orthographic Word Recognition, and Executive Functioning in Children With ADHD, Dyslexia, or ADHD + Dyslexia

Pilar TejeroXimena Vélez CalvoM. Inmaculada Fernández-andrés

subject

medicine.medical_specialtyDissociation (neuropsychology)PopulationComorbidityAudiologybehavioral disciplines and activitiesDyslexiaExecutive Function03 medical and health sciences0302 clinical medicinemental disordersDevelopmental and Educational PsychologymedicineHumansVisual attentionSelective attentionChildeducationeducation.field_of_study05 social sciencesDyslexia050301 educationmedicine.diseaseComorbidityClinical PsychologyAttention Deficit Disorder with HyperactivityWord recognitionAttention deficitPsychology0503 education030217 neurology & neurosurgery

description

Objective: The current study examined the differences in visual selective attention, orthographic word recognition, and executive functioning. Method: One hundred and forty Ecuadorian children in third and fifth grades of elementary school (8-10 years old) participated in the study—35 with only dyslexia (DD), 35 with the combined type of attention deficit and hyperactivity disorder (ADHD-C), 35 with disorders (DD + ADHD-C), and 35 typical development children (TD). Results: The Ecuadorian children with DD and/or ADHD-C in this age range usually have difficulties in visual selective attention, and also in orthographic word recognition. The executive functioning results showed that such functioning was worse in the ADHD-C groups (with or without DD), but not in the DD group, supporting the dissociation between DD and ADHD-C in executive functioning in this population. Conclusion: The DD + ADHD-C comorbidity produces worse deficits compared to DD, but not compared to ADHD-C, supporting the idea that there are common factors in DD and ADHD-C.

yearjournalcountryeditionlanguage
2019-08-16Journal of Attention Disorders
https://doi.org/10.1177/1087054719864637