ADHD AND EMERGENT LITERACY: INFLUENCE OF LANGUAGE FACTORS Academic Article

abstract

• Languagebased learning disability and attentiondeficit hyperactivity disorder (ADHD) frequently cooccur. Theoretical frameworks for understanding the relationship between ADHD and learning disabilities, and particularly reading disability (RD), are reviewed. Attentional factors per se may not result in difficulty attaining basic reading skills; some children with ADHD may also have linguistic deficits and particularly phonological processing deficits. Given the frequency of cooccurring ADHD and RD, children referred for either condition should be assessed for the other. ADHD frequently occurs with specific language impairment (SLI). A comprehensive assessment must include linguistic factors, particularly phonological processing. Collaboration and consultation of various professionals in the assessment process are necessary. Finally, the implications of this research with an emphasis on the need for appropriate intervention for children with cooccurring ADHD and problems in acquisition of reading skills are discussed. 1998 Taylor & Francis Group, LLC. All rights reserved.

authors

• Riccio, Cynthia

published proceedings

• Reading & Writing Quarterly

author list (cited authors)

• Riccio, C. A., & Jemison, S. J.

citation count

• 18

complete list of authors

• Riccio, Cynthia A||Jemison, Sandra J

publication date

• January 1998

publisher

• Taylor & Francis  Publisher

published in

• Reading and Writing Quarterly: overcoming learning difficulties  Journal

keywords

• 2 Aetiology
• 2.1 Biological And Endogenous Factors
• 4 Quality Education
• Attention Deficit Disorder (add)
• Basic Behavioral And Social Science
• Behavioral And Social Science
• Clinical Research
• Mental Health
• Pediatric

Digital Object Identifier (DOI)

• 10.1080/1057356980140103

start page

• 43

end page

• 58

volume

• 14

issue

• 1

URL

• http://dx.doi.org/10.1080/1057356980140103

user-defined tag

• 4 Quality Education