Reading comprehension in children with ADHD: cognitive underpinnings of the centrality deficit.
Reading comprehension in children with ADHD: cognitive underpinnings of the centrality deficit.
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DOI：
10.1007/s10802-012-9686-8
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发表时间：
2013-04
影响因子：
3.6
通讯作者：
Olson RK
中科院分区：
文献类型：
--
作者：
Miller AC;Keenan JM;Betjemann RS;Willcutt EG;Pennington BF;Olson RK
我们通过评估ADHD儿童建立连贯的心理表征的能力来检查他们的阅读理解能力，这种能力使他们能够回忆起中心和外围信息。我们比较了ADHD儿童（平均年龄9.78岁）和单词阅读匹配的对照组（平均年龄9.89岁）的复述能力。我们发现，尽管ADHD儿童回忆起的中心信息多于外围信息，但相对于对照组，他们在中心信息上表现出最大的缺陷--中心性缺陷。我们探索了这种缺陷的认知基础，使用回归分析来比较认知因素（工作记忆，抑制，处理速度和智商）在控制文字阅读能力后对回忆中央信息能力的预测能力，以及这些认知因素是否与ADHD症状相互作用。工作记忆解释了最独特的变异。尽管之前关于多动症儿童阅读理解困难的证据褒贬不一，但这项研究表明，即使文字阅读能力受到控制，多动症儿童也很难建立连贯的心理表征，这种困难可能与工作记忆缺陷有关。
We examined reading comprehension in children with ADHD by assessing their ability to build a coherent mental representation that allows them to recall central and peripheral information. We compared children with ADHD (mean age 9.78) to word reading-matched controls (mean age 9.89) on their ability to retell a passage. We found that even though children with ADHD recalled more central than peripheral information, they showed their greatest deficit, relative to controls, on central information – a centrality deficit. We explored the cognitive underpinnings of this deficit using regressions to compare how well cognitive factors (working memory, inhibition, processing speed, and IQ) predicted the ability to recall central information, after controlling for word reading ability, and whether these cognitive factors interacted with ADHD symptoms. Working memory accounted for the most unique variance. Although previous evidence for reading comprehension difficulties in children with ADHD have been mixed, this study suggests that even when word reading ability is controlled, children with ADHD have difficulty building a coherent mental representation, and this difficulty is likely related to deficits in working memory.
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