Do the Kinds of Achievement Errors Made by Students Diagnosed With ADHD Vary as a Function of Their Reading Ability?-Reference-Cited by-同舟云学术

Do the Kinds of Achievement Errors Made by Students Diagnosed With ADHD Vary as a Function of Their Reading Ability?

Published:2016-09-22 Issue:1-2 Volume:35 Page:124-137
ISSN:0734-2829
Container-title:Journal of Psychoeducational Assessment
language:en
Short-container-title:Journal of Psychoeducational Assessment

Author:

Pagirsky Matthew S.¹,Koriakin Taylor A.²,Avitia Maria²,Costa Michael¹,Marchis Lavinia¹,Maykel Cheryl³,Sassu Kari³,Bray Melissa A.²,Pan Xingyu⁴

Affiliation:

1. St. John’s University, New York, NY, USA

2. University of Connecticut, Storrs, CT, USA

3. Southern Connecticut State University, New Haven, CT, USA

4. Pearson Clinical Assessment, San Antonio, TX, USA

Abstract

A large body of research has documented the relationship between attention-deficit hyperactivity disorder (ADHD) and reading difficulties in children; however, there have been no studies to date that have examined errors made by students with ADHD and reading difficulties. The present study sought to determine whether the kinds of achievement errors made by students diagnosed with ADHD vary as a function of their reading ability. The participants in this study were 91 students in the ADHD clinical validity standardization sample of the Kaufman Test of Educational Achievement–Third Edition (KTEA-3), as well as a control group of 63 students selected from the larger standardization sample. Students with ADHD and reading difficulties demonstrated a statistically significant greater amount of errors across tests of academic achievement. Findings from the study are discussed within the context of past research, as well as implications for the field of school psychology and practitioners.

Publisher

SAGE Publications

Subject

General Psychology,Clinical Psychology,Education

Link

http://journals.sagepub.com/doi/pdf/10.1177/0734282916669020

Reference45 articles.

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3. Comorbidity of ADHD and reading disability among clinic-referred children

4. Attention Deficit Disorder and Specific Reading Disability: Separate but Often Overlapping Disorders

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