Differentiating Behavioral Ratings of Inattention, Impulsivity, and Hyperactivity in Children: Effects on Reading Achievement.
OBJECTIVE
The purpose of the study is to differentiate between behaviors of ADHD: inattention, hyperactivity, and impulsivity and how each domain contributes to reading achievement in elementary school-aged children.


METHOD
Data from 131 children were collected, which include performance from reading fluency and comprehension measures as well as parent and teacher ratings of ADHD behaviors based on the Diagnostic and Statistical Manual of Mental Disorders (4th ed.; DSM-IV) criteria.


RESULTS
Correlation and regression analyses revealed that inattentive behaviors were strongly linked to reading fluency and comprehension. Hyperactivity and impulsive behaviors did not predict reading achievement. A significant two-way interaction was found only for gender and inattention with reading comprehension as the outcome.


CONCLUSION
Many of the behaviors related to inattention strongly predicted reading fluency, reading comprehension, and overall reading ability. Boys who exhibited inattentive behaviors performed more poorly on reading comprehension measures than girls with inattentive behaviors.
['Pham|Andy V|AV|']
D000124:Achievement D000704:Analysis of Variance D001289:Attention Deficit Disorder with Hyperactivity D002648:Child D032882:Comprehension D039721:Diagnostic and Statistical Manual of Mental Disorders D005260:Female D006801:Humans D006948:Hyperkinesis D007175:Impulsive Behavior D007360:Intelligence D008297:Male D010290:Parents D011932:Reading D012044:Regression Analysis D012574:Schools D012959:Socioeconomic Factors
inattention reading ADHD gender