Phonological Processing, Not Inhibitory Control, Differentiates ADHD and Reading Disability - 05/09/11
ABSTRACT |
Objective |
To test for the distinctiveness of attention-deficit hyperactivity disorder (ADHD) and reading disability (RD) and the independence of the cognitive domains, inhibition and phonological processing, which are proposed as central to ADHD and RD, respectively, using a classic double dissociation design.
Method |
A 2 (ADHD versus no ADHD) × 2 (RD versus no RD) model was used to examine the cognitive profile of 4 groups of children, aged 7 to 11 years. Two measures of inhibitory control and 3 phonological processing measures were used.
Results |
The 2 RD groups (RD, ADHD+RD) were significantly impaired relative to the 2 non-RD groups (controls, ADHD) on all phonological processing measures. The 2 ADHD groups were significantly impaired on simple go-task responding relative to the non-ADHD groups and in inhibition. Contrary to predictions, an RD effect on inhibitory control was found on one inhibition measure. The comorbid group (ADHD+RD) generally exhibited the deficits of both single groups in an additive fashion.
Conclusions |
These findings question the role of inhibitory control as a unique cognitive marker for ADHD and suggest true comorbidity for children with both ADHD and RD.
Le texte complet de cet article est disponible en PDF.Key Words : attention-deficit hyperactivity disorder, reading disability, inhibition, phonological processing
Plan
| This research was conducted as part of a doctorate at the University of Toronto. The project was supported in part by RESTRACOMP at the Hospital for Sick Children and NIH grant R01HD3174. |
Vol 39 - N° 4
P. 485-494 - avril 2000 Retour au numéro
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