This study examined reading comprehension in adolescents with and without attention deficit hyperactivity disorder (ADHD). Forty-five youth with ADHD (26 males, 19 females) and 42 adolescents without ADHD (20 males, 22 females) between the ages of 13 and 18 completed standardized tests of achievement. The results of multiple regression analyses indicated that orthographic and semantic abilities were related to reading comprehension. Both the orthographic (i.e., spelling) measure and the semantic (i.e., oral vocabulary) measure explained unique amounts of variance on the reading comprehension measure. Next, it was found that adolescents with ADHD were significantly more likely to have a Specific Reading Comprehension Disability (S-RCD) than adolescents without ADHD. Last, it was found that adolescents with ADHD and an S-RCD demonstrated poorer performance on academic measures that depend in part on comprehension (e.g., math problem solving) than adolescents with ADHD without an S-RCD.
| Identifer | oai:union.ndltd.org:TORONTO/oai:tspace.library.utoronto.ca:1807/32220 |
| Date | 21 March 2012 |
| Creators | Mackenzie, Genevieve |
| Contributors | Martinussen, Rhonda |
| Source Sets | University of Toronto |
| Language | en_ca |
| Detected Language | English |
| Type | Thesis |
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