Do language and working memory skills predict reading success in children with ADHD?

Chuang, C. (Chi-ching)¹, Carrasco, K. D. (Kelly)¹, Tripp, G. (Gail)^1
1Children's Research Center, Okinawa Institute of Science & Technology Graduate University, 7542 Onna, 9040411, Onna-son, Okinawa, Japan

 

Submission type

Poster only

Scheduled

Hallway, 22-07-2016, 16:00 - 17:00

Keywords

ADHD, language, working memory, reading

Summary

Reading difficulties are commonly reported in children with ADHD. In typically developing children working memory and language ability have been linked to higher academic achievement. In this study, we assess the contribution of language skills (semantic, structural and pragmatic) and working memory to word reading and reading comprehension in a sample of children with ADHD.

Participants were 67 six to 12-year-old children (75% boys) diagnosed with DSM-5 ADHD (49% combined, 48% inattentive & 1% hyperactive/impulsive) following comprehensive multi-method multi-informant assessments. The children completed standardized cognitive, academic and language measures.  

Semantic (WISC-V Vocabulary), structural (CELF-5 Core) and pragmatic (CASL pragmatic) language and working memory (WISC-V) correlated significantly with Word Reading and Reading Comprehension scores (WIAT-III).

Hierarchical multiple regression showed semantic and structural language explained significant variance in reading performance, with stronger effects being for reading comprehension.

Further mediation analysis indicated that the contribution of working memory and pragmatic language were fully mediated by structural language for reading comprehension. For word reading, the effects of verbal working memory were partially mediated by structural language. 

Although causality cannot be inferred, these findings suggest vocabulary, structural language and working memory may be appropriate intervention targets for children with ADHD who struggle with reading.

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