Reading comprehension and reading related abilities in adolescents with reading disabilities and attention-deficit/hyperactivity disorder

• Published in: Dyslexia (Chichester, England) Vol. 10; no. 4; pp. 364 - 384
• Main Authors: Ghelani, Karen, Sidhu, Robindra, Jain, Umesh, Tannock, Rosemary
• Format: Journal Article
• Language: English
• Published: Chichester, UK John Wiley & Sons, Ltd 01.11.2004; John Wiley & Sons, Inc
• Subjects: adolescence; Adolescent; Adolescents; Attention Deficit Disorder with Hyperactivity - diagnosis; Attention Deficit Disorder with Hyperactivity - epidemiology; Attention Deficit Disorders; attention deficit hyperactivity disorder; Canada; Cognition Disorders - diagnosis; Cognition Disorders - epidemiology; Cognitive Processes; Comparative Analysis; Dyslexia - diagnosis; Dyslexia - epidemiology; Female; Foreign Countries; High School Students; Humans; Hyperactivity; Male; Reading Ability; Reading Comprehension; Reading Difficulties; reading disability; Reading Rate; Reading Skills; Silent Reading; Urban Schools; Canada
• ISSN: 1076-9242; 1099-0909
• DOI: 10.1002/dys.285

Reading comprehension is a very complex task that requires different cognitive processes and reading abilities over the life span. There are fewer studies of reading comprehension relative to investigations of word reading abilities. Reading comprehension difficulties, however, have been identified in two common and frequently overlapping childhood disorders: reading disability (RD) and attention‐deficit/hyperactivity disorder (ADHD). The nature of reading comprehension difficulties in these groups remains unclear. The performance of four groups of adolescents (RD, ADHD, comorbid ADHD and RD, and normal controls) was compared on reading comprehension tasks as well as on reading rate and accuracy tasks. Adolescents with RD showed difficulties across most reading tasks, although their comprehension scores were average. Adolescents with ADHD exhibited adequate single word reading abilities. Subtle difficulties were observed, however, on measures of text reading rate and accuracy as well as on silent reading comprehension, but scores remained in the average range. The comorbid group demonstrated similar difficulties to the RD group on word reading accuracy and on reading rate but experienced problems on only silent reading comprehension. Implications for reading interventions are outlined, as well as the clinical relevance for diagnosis. Copyright © 2004 John Wiley & Sons, Ltd.