TY - JOUR
T1 - Evaluating reading and metacognitive deficits in children and adolescents with Attention Deficit Hyperactivity Disorder
AU - Alvarado, Jesús M.
AU - Puente, Aníbal
AU - Jiménez, Virginia
AU - Arrebillaga, Lorena
N1 - Copyright:
Copyright 2015 Elsevier B.V., All rights reserved.
PY - 2011
Y1 - 2011
N2 - The reading achievement of children and adolescents with Attention Deficit Hyperactivity Disorder (ADHD) has scarcely been explored in research conducted in the Spanish language and when it has, the results have been contradictory. The focus of the present research is to analyze participants' reading competency and metacognitive strategies as they carry out reading comprehension tasks. The sample was comprised of 187 Argentine schoolchildren aged 9 to 13 years old. 94 constituted the control group and the clinical group consisted of 93 schoolchildren diagnosed with ADHD. The metacognitive assessment was made up of two metacognitive tests, the Reading Awareness Scale (ESCOLA; acronym in Spanish) and a Spanish adaptation of Metacognitive Awareness of Reading Strategies Inventory (MARSI), and one test of reading comprehension, the Evaluation of Reading Processes for Secondary Education Students (PROLEC-SE; acronym in Spanish). Students with ADHD had lower achievement on tests of reading comprehension compared to the control group. Nevertheless, our results suggest their difficulties did not stem from reading comprehension problems, but rather from alterations in their Executive Functions, because when subjects' reading comprehension was equalized, students with ADHD still exhibited a lower level of Metacognition, particularly when it came to planning.
AB - The reading achievement of children and adolescents with Attention Deficit Hyperactivity Disorder (ADHD) has scarcely been explored in research conducted in the Spanish language and when it has, the results have been contradictory. The focus of the present research is to analyze participants' reading competency and metacognitive strategies as they carry out reading comprehension tasks. The sample was comprised of 187 Argentine schoolchildren aged 9 to 13 years old. 94 constituted the control group and the clinical group consisted of 93 schoolchildren diagnosed with ADHD. The metacognitive assessment was made up of two metacognitive tests, the Reading Awareness Scale (ESCOLA; acronym in Spanish) and a Spanish adaptation of Metacognitive Awareness of Reading Strategies Inventory (MARSI), and one test of reading comprehension, the Evaluation of Reading Processes for Secondary Education Students (PROLEC-SE; acronym in Spanish). Students with ADHD had lower achievement on tests of reading comprehension compared to the control group. Nevertheless, our results suggest their difficulties did not stem from reading comprehension problems, but rather from alterations in their Executive Functions, because when subjects' reading comprehension was equalized, students with ADHD still exhibited a lower level of Metacognition, particularly when it came to planning.
KW - ADHD
KW - Metacognition
KW - Reading disabilities
UR - http://www.scopus.com/inward/record.url?scp=79954521432&partnerID=8YFLogxK
U2 - 10.5209/rev_SJOP.2011.v14.n1.5
DO - 10.5209/rev_SJOP.2011.v14.n1.5
M3 - Article
C2 - 21568165
AN - SCOPUS:79954521432
SN - 1138-7416
VL - 14
SP - 62
EP - 73
JO - Spanish Journal of Psychology
JF - Spanish Journal of Psychology
IS - 1
ER -