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Word Reading and Attention-Deficit/Hyperactivity Disorder in Children With Developmental Language Disorder.

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Title: Word Reading and Attention-Deficit/Hyperactivity Disorder in Children With Developmental Language Disorder.
Authors: Hancock, Norma1 nhancock@mghihp.edu, Redmond, Sean M.2, Fox, Annie B.3, Ash, Andrea C.2, Hogan, Tiffany P.1
Source: American Journal of Speech-Language Pathology. May2025, Vol. 34 Issue 3, p1324-1340. 17p.
Subject Terms: *Reading, *Intellect, *Attention-deficit hyperactivity disorder, *Children with disabilities, *Dyslexia, *Phonological awareness, *Language disorders, *School children, *Child Behavior Checklist, *Memory, *Factor analysis, *Language acquisition, *Cognition, *Children, Research funding, Probability theory, Descriptive statistics, Chi-squared test, Linguistics, Confidence intervals, Comorbidity, Symptoms
Abstract: Purpose: This study evaluated the relationship between word reading and symptoms of attention-deficit/hyperactivity disorder (ADHD) in school-age children with and without developmental language disorder (DLD), considering the influence of cognitive-linguistic mechanisms associated with dyslexia (phonological memory) and ADHD (working memory). Method: Community ascertainment and blinded assessments identified 46 confirmed DLD and 76 cases of typical language development from a screening sample of 420 second and third graders. Language, word reading, ADHD symptoms, nonverbal intelligence, working memory, and phonological memory were assessed. Results: In all models, phonological memory was associated with word reading, and working memory was associated with ADHD symptoms. Additionally, in the new model of association that accounted for comorbidity with cognitive-linguistic indices, named the “Reading, ADHD, and Language (RE.A.L.) Comorbidity Model,” word reading was uniquely mediated by phonological memory. Conclusions: Findings highlight the unique role cognitive-linguistic indices associated with dyslexia and ADHD play in explaining the relationship between DLD, word reading, and ADHD symptoms. Results indicate that ADHD symptoms did not predict poor word reading; only phonological memory mediated the relationship between DLD and word reading difficulties associated with dyslexia. Similarly, working memory was associated with ADHD symptoms only. Findings underline the importance of including cognitive-linguistic indices associated with dyslexia and ADHD in evaluating word reading and ADHD symptoms in children with DLD. [ABSTRACT FROM AUTHOR]
Copyright of American Journal of Speech-Language Pathology is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Word Reading and Attention-Deficit/Hyperactivity Disorder in Children With Developmental Language Disorder.
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  Data: <searchLink fieldCode="AR" term="%22Hancock%2C+Norma%22">Hancock, Norma</searchLink><relatesTo>1</relatesTo><i> nhancock@mghihp.edu</i><br /><searchLink fieldCode="AR" term="%22Redmond%2C+Sean+M%2E%22">Redmond, Sean M.</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Fox%2C+Annie+B%2E%22">Fox, Annie B.</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Ash%2C+Andrea+C%2E%22">Ash, Andrea C.</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Hogan%2C+Tiffany+P%2E%22">Hogan, Tiffany P.</searchLink><relatesTo>1</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22American+Journal+of+Speech-Language+Pathology%22">American Journal of Speech-Language Pathology</searchLink>. May2025, Vol. 34 Issue 3, p1324-1340. 17p.
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  Data: *<searchLink fieldCode="DE" term="%22Reading%22">Reading</searchLink><br />*<searchLink fieldCode="DE" term="%22Intellect%22">Intellect</searchLink><br />*<searchLink fieldCode="DE" term="%22Attention-deficit+hyperactivity+disorder%22">Attention-deficit hyperactivity disorder</searchLink><br />*<searchLink fieldCode="DE" term="%22Children+with+disabilities%22">Children with disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Dyslexia%22">Dyslexia</searchLink><br />*<searchLink fieldCode="DE" term="%22Phonological+awareness%22">Phonological awareness</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+disorders%22">Language disorders</searchLink><br />*<searchLink fieldCode="DE" term="%22School+children%22">School children</searchLink><br />*<searchLink fieldCode="DE" term="%22Child+Behavior+Checklist%22">Child Behavior Checklist</searchLink><br />*<searchLink fieldCode="DE" term="%22Memory%22">Memory</searchLink><br />*<searchLink fieldCode="DE" term="%22Factor+analysis%22">Factor analysis</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+acquisition%22">Language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22Cognition%22">Cognition</searchLink><br />*<searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Research+funding%22">Research funding</searchLink><br /><searchLink fieldCode="DE" term="%22Probability+theory%22">Probability theory</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Chi-squared+test%22">Chi-squared test</searchLink><br /><searchLink fieldCode="DE" term="%22Linguistics%22">Linguistics</searchLink><br /><searchLink fieldCode="DE" term="%22Confidence+intervals%22">Confidence intervals</searchLink><br /><searchLink fieldCode="DE" term="%22Comorbidity%22">Comorbidity</searchLink><br /><searchLink fieldCode="DE" term="%22Symptoms%22">Symptoms</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: This study evaluated the relationship between word reading and symptoms of attention-deficit/hyperactivity disorder (ADHD) in school-age children with and without developmental language disorder (DLD), considering the influence of cognitive-linguistic mechanisms associated with dyslexia (phonological memory) and ADHD (working memory). Method: Community ascertainment and blinded assessments identified 46 confirmed DLD and 76 cases of typical language development from a screening sample of 420 second and third graders. Language, word reading, ADHD symptoms, nonverbal intelligence, working memory, and phonological memory were assessed. Results: In all models, phonological memory was associated with word reading, and working memory was associated with ADHD symptoms. Additionally, in the new model of association that accounted for comorbidity with cognitive-linguistic indices, named the “Reading, ADHD, and Language (RE.A.L.) Comorbidity Model,” word reading was uniquely mediated by phonological memory. Conclusions: Findings highlight the unique role cognitive-linguistic indices associated with dyslexia and ADHD play in explaining the relationship between DLD, word reading, and ADHD symptoms. Results indicate that ADHD symptoms did not predict poor word reading; only phonological memory mediated the relationship between DLD and word reading difficulties associated with dyslexia. Similarly, working memory was associated with ADHD symptoms only. Findings underline the importance of including cognitive-linguistic indices associated with dyslexia and ADHD in evaluating word reading and ADHD symptoms in children with DLD. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of American Journal of Speech-Language Pathology is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1044/2025_AJSLP-24-00052
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      – Code: eng
        Text: English
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        PageCount: 17
        StartPage: 1324
    Subjects:
      – SubjectFull: Reading
        Type: general
      – SubjectFull: Intellect
        Type: general
      – SubjectFull: Attention-deficit hyperactivity disorder
        Type: general
      – SubjectFull: Children with disabilities
        Type: general
      – SubjectFull: Dyslexia
        Type: general
      – SubjectFull: Phonological awareness
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      – SubjectFull: Language disorders
        Type: general
      – SubjectFull: School children
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      – SubjectFull: Child Behavior Checklist
        Type: general
      – SubjectFull: Memory
        Type: general
      – SubjectFull: Factor analysis
        Type: general
      – SubjectFull: Language acquisition
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      – SubjectFull: Cognition
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      – SubjectFull: Children
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      – SubjectFull: Research funding
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      – SubjectFull: Linguistics
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      – SubjectFull: Confidence intervals
        Type: general
      – SubjectFull: Comorbidity
        Type: general
      – SubjectFull: Symptoms
        Type: general
    Titles:
      – TitleFull: Word Reading and Attention-Deficit/Hyperactivity Disorder in Children With Developmental Language Disorder.
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            NameFull: Hancock, Norma
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              M: 05
              Text: May2025
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              Y: 2025
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