ADHD Symptoms and Literacy Characteristics of Elementary School Students

Abstract

Objectives: In this study, elementary school subjects were classified according to ADHD clinical diagnosis criteria using Korean Children’s Panel data, and the relationship between ADHD and reading and writing ability was examined. Methods: The results of four measurement variables (multiple intelligence test, Child Behavior Checklist, and reading and writing ability evaluation) evaluated in the 8th (1st grade), 9th (2nd grade), 10th (3rd grade), and 12th (5th grade) studies during elementary school were used; for a total of 2,150 participants. In the analysis, the ADHD group was classified according to the ADHD DSM clinical standard score of the Child Behavior Checklist (K-CBCL 6-18), and repeated measurement and cross-analysis were conducted on the results of the reading and writing ability evaluation. Results: The ADHD Present group had lower levels of reading and writing ability than ADHD Absent group. Furthermore, it was more difficult to write than to read. There was no interaction in the change in the level of reading and writing ability according to the ADHD group. Conclusion: It may be more desirable for the ADHD Present group to be given language intervention along with treatment access to behavioral problems. However, studies on reading disorders with comorbidity of ADHD are still very rare in the field of speech-language therapy. For an in-depth understanding of speech and language development problems and ADHD, research is needed to further study the characteristics of school-age language learning disabilities and to examine the detailed characteristics of companion disabilities.