Abstract

Reading comprehension deficits in children with ADHD are well-established; however, limited information exists concerning the cognitive mechanisms that contribute to these deficits and the extent to which they interact with one another. The current study examines two broad cognitive processes known to be involved in children's reading comprehension abilities—(a) working memory (i.e., central executive processes [CE], phonological short-term memory [PH STM], and visuospatial short-term memory [VS STM]) and (b) orthographic conversion—to elucidate their unique and interactive contribution to ADHD-related reading comprehension deficits. Thirty-one children with ADHD and 30 typically developing (TD) children aged 8 to 12 years (M = 9.64, SD = 1.22) were administered multiple counterbalanced tasks assessing WM and orthographic conversion processes. Relative to TD children, children with ADHD exhibited significant deficits in PH STM (d = -0.66), VS STM (d = -0.84), CE (d = -1.24) and orthographic conversion (d = -0.85). Bias-corrected, bootstrapped mediation analyses revealed that CE and orthographic conversion processes modeled separately, partially mediated ADHD-related reading comprehension impairments, whereas PH STM and VS STM did not. CE and orthographic conversion modeled jointly fully mediated ADHD-related reading comprehension deficits wherein orthographic conversion's large magnitude influence on reading comprehension occurred indirectly through CE's impact on the orthographic system. The findings suggest that adaptive cognitive interventions designed to improve reading-related outcomes in children with ADHD may benefit by including modules that train CE and orthographic conversion processes independently and interactively.

Notes

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Graduation Date

2016

Semester

Spring

Advisor

Rapport, Mark

Degree

Master of Science (M.S.)

College

College of Sciences

Department

Psychology

Degree Program

Psychology Clinical

Format

application/pdf

Identifier

CFE0006103

URL

http://purl.fcla.edu/fcla/etd/CFE0006103

Language

English

Release Date

5-15-2019

Length of Campus-only Access

3 years

Access Status

Masters Thesis (Open Access)

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