A Influência de Variáveis Cognitivas e do TDAH na Leitura de Crianças

Abstract

This study investigated the influence of cognitive variables on reading in children with Attention Deficit Hyperactivity Disorder (ADHD) and children with typical development. Seventy children from 2th to 7th grade took part in this study and were divided into two groups: ADHD and control. Tasks of phonological awareness, phonological work memory, rapid automatized naming, vocabulary, intelligence quotient (IQ), attention, cognitive flexibility and reading (accuracy, fluency, and comprehension) were applied. Multiple linear regression analyses indicated that rapid serial naming and phonological awareness strongly contributed to reading accuracy, reading fluency, and comprehension. ADHD only influenced comprehension, probably because of its relation to executive function.