A1 Vertaisarvioitu alkuperäisartikkeli tieteellisessä lehdessä
Project DyAdd: Phonological Processing, Reading, Spelling, and Arithmetic in Adults With Dyslexia or ADHD
Tekijät: Laasonen M., Lehtinen M., Leppämäki S., Tani P., Hokkanen L.
Kustantaja: SAGE PUBLICATIONS INC
Julkaisuvuosi: 2010
Lehti: Journal of Learning Disabilities
Tietokannassa oleva lehden nimi: JOURNAL OF LEARNING DISABILITIES
Lehden akronyymi: J LEARN DISABIL-US
Vuosikerta: 43
Numero: 1
Aloitussivu: 3
Lopetussivu: 14
Sivujen määrä: 12
ISSN: 0022-2194
DOI: https://doi.org/10.1177/0022219409335216
Tiivistelmä
Difficulties in phonological processing and reading that characterize developmental dyslexia have been suggested also to affect those with attention-deficit/hyperactivity disorder (ADHD). However, it is not known to what extent various intervening factors, such as low intelligence quotient or age, explain the observed difficulties. In this study, the authors investigated the domains of phonological processing, reading, spelling, and arithmetic in 110 adults (ages 18-55 years) in healthy control, dyslexia, and ADHD groups. The aim of the study was specifically to compare domain profiles of participants with ADHD to those in other groups. The results showed that participants with dyslexia had the most generalized difficulties. Participants with ADHD were the least affected, and their difficulties reflected less accurate performance. Furthermore, all the observed differences became nonsignificant when intelligence quotient was controlled for. This suggests that adult ADHD is not related to significant impairments in phonological processing or achievement.
Difficulties in phonological processing and reading that characterize developmental dyslexia have been suggested also to affect those with attention-deficit/hyperactivity disorder (ADHD). However, it is not known to what extent various intervening factors, such as low intelligence quotient or age, explain the observed difficulties. In this study, the authors investigated the domains of phonological processing, reading, spelling, and arithmetic in 110 adults (ages 18-55 years) in healthy control, dyslexia, and ADHD groups. The aim of the study was specifically to compare domain profiles of participants with ADHD to those in other groups. The results showed that participants with dyslexia had the most generalized difficulties. Participants with ADHD were the least affected, and their difficulties reflected less accurate performance. Furthermore, all the observed differences became nonsignificant when intelligence quotient was controlled for. This suggests that adult ADHD is not related to significant impairments in phonological processing or achievement.
Turun yliopiston Tutkimustietojärjestelmän portaali