| Autor: |
Sánchez-Carmona AJ; Centro Neuromottiva, Madrid, España., Albert J; Facultad de Psicología, Universidad Autónoma de Madrid, Madrid, España., López-Martín S; Centro Neuromottiva, Madrid, España., Calleja-Pérez B; Atención Primaria de Pediatría, Centro de Salud Doctor Cirajas, Madrid, España., Fernández-Mayoralas DM; Servicio de Neurología Infantil, Hospital Universitario Quirónsalud, Madrid, España., Jiménez De Domingo A; Servicio de Neurología Infantil, Hospital Universitario Quirónsalud, Madrid, España., Fernández-Perrone AL; Servicio de Neurología Infantil, Hospital Universitario Quirónsalud, Madrid, España., Fernández-Jaén A; Servicio de Neurología Infantil, Hospital Universitario Quirónsalud, Madrid, España. E-mail: aferjaen@telefonica.net.; Facultad de Medicina, Universidad Europea de Madrid, Madrid, España. |
| Abstrakt: |
Beyond the frequent coexistence of attention deficit hyperactivity disorder (ADHD) and reading disorder (dyslexia), the present review aims to examine the available empirical evidence on how ADHD negatively impacts on learning to read. Existing data suggest that the presence of the disorder (especially inattention symptoms), may affect i) the correct acquisition of reading, either directly or through its influence on the precursors to reading; ii) decoding skills themselves (reading accuracy and fluency), both directly and indirectly through its influence on cognitive processes such as distractibility or executive functions; and iii) reading comprehension, probably indirectly through the executive and verbal memory difficulties characteristic of ADHD. These findings have important implications for better characterizing and intervening on reading difficulties in ADHD, whether clinical or subclinical. |
